A Formação do pedagogo para a educação das relações étnico-raciais negras

Abstract

This research aims at analyzing the curriculum of pedagogy at the State University of Goiás, regarding the topic Education for black Racial-Ethnic Relations - ERER, in according to Law n. 11.645/2008. The proposal was thought by watching the evidences raised during the course “Supervised teaching in the Early Childhood Education I and II” (2011 ) a University branch – Crixás. A detailed study was conducted in the topic “History and Afro-Brazilian Culture”,in the spheres of education, research and extension. To this end, we used a qualitative research from a study about an educational case (ANDRE, 1995, 2005; LÜDKE e ANDRÉ,1986), with technical input from field research and documental analysis (ANDRE, 1995;MARCONI e LAKATOS, 2009). It is part of the assessment of the recommendations pointed out in Law n. 11.645/2008 and other documents that guide the mandatory teaching of the subject in university teaching courses. As a result, we discuss the epistemological and didactic-methodological bases that underlie the area, Wedderburn (2005), Lima (2006), Scaramal (2011) among others. The results obtained from this research show that: (a) the curriculum doesn´t allow practical experiences of ethnic and racial themes during topic of supervised stage, (b) the compliance with the determinations from ERER is taken partially, but incipient, since evidence points that the topic doesn´t take the Law 11.645/2008 into consideration nor the actions proposed as extension courses within the University, (c), and the study of the references of the topics show that 61.5 % of them have the opportunity to work with the themes proposed by ERER, given its interdisciplinary character. However, the inclusion or not of the subject is conditioned to teacher perception of the relevance of its pedagogical approach.