“Pretagogia” para uma educação anti-racista: proposta para uma pedagogia não eurocêntrica na UFPB

Abstract

This study aims at exploring how ethnic and racial relations appear in Paraíba's Federal University's (UFPB) pedagogy program's curriculum at campus I. Having black people's fight for their rights as a background for our discussion, we aim at reflecting how racism and discrimination impact on learning environments. For that, we have outlined a brief history of the Brazilian Black Movement's fight and resistance in the educational sphere leading up to the achievement of the publication of Law 10,639/2003, which has altered Brazil's law of General Standards for Education (LDB), Law 9,394/96. Our study has relied mainly on bibliographical and documentary research. In addition, we have also surveyed UFPB's senior pedagogy students in order to (1) verify the next generation of teacher's knowledge on Law 10,639/2003; (2) gauge their satisfaction concerning the way racial relations were addressed during their academic education; (3) assess their perception of whether the discussion about race and education was sufficiently present in the mandatory courses; (4) appraise how able they find themselves to be of addressing race-related topics in the classroom; and (5) check their opinion on the absence of a mandatory course on the relations of race and the classroom and if they believe that such a course should be included in the curriculum. The answers of 26 senior students and alumni were analyzed quantitatively and qualitatively and have revealed that, despite there being an evident polarization regarding satisfaction levels over how race-related topics were covered during their academic education, most of them think they are fit to cover such topics in the classroom, as teachers. Our results show that, even if the next generation of teachers is not unfamiliar with the topics of race and black and indigenous' people history of fight and contributions to Brazilian society, they have been poorly and insipidly aggregated to the curriculum, specially when it comes to mandatory courses.