Relações étnico-raciais: percepção dos estudantes do curso de Pedagogia com aprofundamento em Educação do Campo

Abstract

The objective of this study was to analyze the students' perceptions of the Pedagogy in Rural Education Course on the content of the Education of Ethnic-Racial Relations course (ERER). And, as specific objectives, to identify in the students' perceptions the importance of this content and to understand the impact of the ERER discipline on the social and professional life of the Pedagogy student with a deepening in Rural Education. To support this research, black intellectual theorists with proximity to the study were reflected, Munanga (2006), Gomes (2004; 2018), Silva (2020) among other non-black scholars of the same relevance, in addition to legal provisions. The methodology used was qualitative, of the survey type with thematic content analysis. The results indicate that in the student's perception it is necessary that the subject of Education of Ethnic- Racial Relations is important to be included in the curriculum of the Course and that it should be offered as a compulsory subject. The students stated that the acquisition of new content or the re-signification of these, allows a training path with greater preparation to work in school and non-school contexts, from the perspective of anti-racist education. above all, in rural education, which includes indigenous and quilombola subjects.