Educação antirracista: uma análise da matriz curricular do curso de Pedagogia-campus I da UFPB

Abstract

Considering the persistence of racism in educational institutions, including universities, it is pertinent to investigate the ways in which this institution effectively engages in combating racism. We agree that one of the ways to combat racism in educational institutions is to incorporate the themes of valuing the Black population into their curricula, as well as highlighting the emergence and persistence of racism in our society (Gomes, 2010; Lima, 2010; Oliveira & Candau, 2010; Pitta, 2015). The objective of this investigation is to verify whether the courses in the Pedagogy program at UFPB Campus I use the racial issue as a guiding thread in their studies, evaluating whether this racial approach is a priority. Additionally, a bibliographical study of the program's Pedagogical Political Project (PPC) was conducted to verify compliance with Law 10.639/03 in the teacher training process for basic education (Araujo da Silva & Santos, 2024). Methodologically, a bibliographical research approach was adopted for a deeper understanding of the theme, analyzing the program's Pedagogical Political Projects and course syllabi for a better analysis of the gathered content To complement the bibliographical research on the central theme of the text, an autobiographical narrative was used, focusing on the researcher's personal narratives and memories to incorporate her perspective as a student immersed in the Pedagogy program at UFPB Campus I, allowing for reflection after confronting lived experiences with authors who discuss the anti-racist issue (Ferreira, Ferraz, & Sarturi, 2024). The research seeks to position pedagogy as a science and examine its contributions, or lack thereof, to the development of ethnic-racial diversity in light of the analysis of Law No. 10.639/03, which addresses the development of methodological and material resources that approach Afro-Brazilian history and culture.