Formação continuada de professores e relações étnico raciais em escola bilíngue: possibilidades e limites

Abstract

The educational context and the school play a central role in overcoming prejudice and racism in Brazilian society. The present work aims to analyze the need to promote the continuing education of teachers for ethnic-racial relations in the daily life of the bilingual school, with the aim of overcoming racism and prejudice through intervention research. To this end, the methodology encompassed documentary research on the current legislation regarding the teaching of ethnic-racial relations and the political pedagogical project of a bilingual school on the aforementioned legislation. Based on this, the analysis of the laws and content addressed on bilingual teaching and a diagnostic questionnaire on the knowledge of the teachers at the target school about the concepts that would be worked on, an intervention was conducted that consisted of seven face-to-face meetings to present content on bilingualism, ethnic relations - racial and legislation that requires the approach of these in schools. The results express the relevance of training teachers for bilingual pedagogical practice that adequately addresses ethnic-racial cultural relations at school. We understand that Brazilian society needs a more in-depth study, which dialogues in defense of the continuing education of teachers for ethnic-racial relations, we also understand that specific actions will not end with racial discrimination.