Promovendo a educação para as relações étnico - raciais na formação inicial e continuada dos professores

Abstract

It is known that education is conceived as a right for all and is considered one of the main means of social transformation. After ensuring access to education, other problems were highlighted, such as the monocultural and ethnocentric curriculum, teachers' attitudes and beliefs, teaching materials and the relationships established in the school environment. Thus, based on the demands and points made by social movements and society, legislation was progressively passed in favor of valuing ethnic-racial diversity in schools, the culmination of which was the enactment of Law 10.639/2003. Since then, educational institutions have had an obligation to socialize knowledge about the history and culture of Afro-Brazilian and African people. So that's more than two decades of actions aimed at reformulating curricula and training teachers with the skills to work in culturally diverse classrooms. However, even in the face of these initiatives, it is still possible to see a lack of preparation on the part of teachers to build spaces that are sensitive to diversity, which negatively influences students' school trajectories. With this in mind, this paper analyzes how teachers' initial and continuing training in ERER relates to ethnic-racial identity, multicultural awareness and engagement in anti-racist actions. In order to achieve the proposed goal, this thesis is structured in four chapters presented in article format (a literature review and three empirical studies). The first chapter analyzes the work with ERER in initial teacher training in Brazilian higher education institutions. In it, it was possible to identify changes, continuities and possibilities in the inclusion of the subject in degree courses. The second chapter aimed to adapt and validate the Teachers' Multicultural Attitude Survey (TMAS) for the Brazilian context, as well as to analyze the participants' level of multicultural awareness. The study showed that the instrument is valid and reliable and is suitable for analyzing teachers' multicultural awareness. It also showed that the participants had positive attitudes towards ethnic-racial diversity. Chapter 3 analyzed the relationship between initial training for ERER, ethnic-racial identity, multicultural awareness and engagement in anti-racist actions, as well as assessing the participants' level of ethnic-racial identity and their engagement in anti-racist actions. In the final chapter, we look at the profile of teachers in relation to continuing training for ERER and the relationship with promoting diversity in the school environment. Based on the studies carried out in the four chapters, we identified that ERER occupies a secondary space in degree courses. We also observed that identity differs between the subjects, especially with regard to socio-economic aspects and the perception of racism. Black and brown people expressed a more positive ethnic-racial identity than white participants. Initial training for ERER only influences multicultural awareness. We found no differences in multicultural awareness when considering socio-economic variables, except for the type of participant. In addition, we found that black and brown teachers who have been trained, but are not working, in the emerging adulthood phase, are the most engaged in anti-racist actions in the dimensions of community action and action for political change. Finally, we observed that active teachers do not have access to continuing training, perpetuating the absence of ERER. In short, this research aims to expand the literature on ethnic-racial relations, social psychology and education.