Encruzilhadas da educação antirracista: a produção de registros pedagógicos sobre as relações étnico-raciais no município de Santa Maria, RS

Abstract

The present work is a qualitative research that sought to understand how the theme of education for ethnic-racial relations (erer) was developed in municipal schools in Santa Maria-RS, with its difficulties and subjectivities in teaching. Assuming that the training and pedagogical work of teachers has a great Eurocentric influence, the question that guides the work is to problematize why teachers have difficulty developing actions on ethnic-racial relations in the classroom. Using authors from African philosophies as a theoretical basis, this work discusses how the theme is tangent and often marginalized in the pedagogical work of teachers due to a historical project of extermination of black people, physical and symbolic, which manifests itself through racism and inferiorization. on African and Afro-Brazilian ways of thinking, philosophizing and being, having repercussions on teacher training. That said, the research is organized into three methodological moments: 1) bibliographical survey on authors of African philosophies; 2) With the support of the Subdivision of Ethnic-Racial and Indigenous Affirmative Actions of CAEd-UFSM, promoter of conversation circles, in 2021-2022, with black students, teachers and graduates of UFSM, the statements about institutional and structural racism reported in the conversation circles they served as a basis for understanding the effects of racism on the student lives of black subjects. 3) With the support of the Municipal Department of Education of Santa Maria-SMED, through the Municipal Council for the Promotion of Racial Equality, - COMPIR, which carried out a survey on the actions carried out in schools during the year 2021 regarding the theme of education for ethnic-racial relations, the research interpreted the initiatives promoted and recorded in a report requested by the Council, in municipal schools to understand the difficulties faced by teachers. Finally, using elements of African culture and worldview, this work argues that a decolonial approach of thought is necessary in the pedagogical practice of teachers to effectively promote education for ethnic-racial relations.