Absence / presence of the ethnic- racial relations in curriculum of the course pedagogy: the case of Unesp/ Marilia

Abstract

This article is a result of the research conducted with the general purpose of analyzing the teaching plans (course description, programs) and the political and pedagogical project of the Pedagogy course of the FFC - Unesp / Marilia, with a view to the education of the ethnic-racial relations (1963-2011). The emphasis of the analysis was directed to the disciplines offered from 2003, exactly because it was the year in which the Law 10.639/03 was sanctioned, making compulsory the teaching of African and African-Brazilian history and culture in the whole Brazilian education system. This is a documentary approach survey. We used the method of analysis of the aspects of textual configuration, to carry out the data analysis. To achieve the goals and help to analyze the documents, we organized the survey in three areas of theoretical discussions, namely Axis I - Curriculum; Axis II - operating concepts: race, racism, racial discrimination and racial prejudice; Axis III - on the historical record of struggle of the black movement in the educational field we have presented a brief contextualization of the debate on teacher training/education for the ethnic-racial relations. The results of the data analysis have shown the absence of debate on ethnic-racial relations and education in the researched course curriculum and point out the need of teacher training courses for the teachers to be benefitted widely in the political pedagogical projects, the teaching plans and along the training, contents, methodologies, practices and theoretical discussions about African and African-Brazilian history and culture and on the dynamics of racism in Brazil and its implications for education.