Educação para as relações étnico-raciais na formação de professores: uma perspectiva inclusiva

Abstract

The general objective of this paper is to analyze the importance of education for ethnic-racial relations in teacher training, with a focus on the construction of inclusive and anti-racist pedagogical practices. The proposal is justified by the need to prepare future educators to deal with the racial diversity present in schools, combating structural racism and promoting the appreciation of black, indigenous and other historically marginalized ethnic identities. The main idea is to highlight the importance of preparing future teachers to act in a critical, conscious and anti-racist manner, promoting the appreciation of ethnic-racial diversity in the school environment. The central proposal is to train educators capable of recognizing and confronting structural and institutional racism, using inclusive pedagogical practices that respect and celebrate the identities and cultures of Afro-Brazilian, indigenous and other historically marginalized groups. It is, therefore, an approach that seeks to transform the school into a space of equity, social justice and respect for plurality. Initial teacher training, therefore, must incorporate knowledge about Afro-Brazilian and indigenous history and culture, as recommended by current legislation, ensuring a committed performance with human rights and inclusion. The methodology of the work will be of a qualitative bibliographic nature.