Os diálogos interculturais e as relações étnico-raciais na formação inicial de professores: da obrigatoriedade a sua implementação nos cursos de licenciatura da UFPB

• Ano de defesa: 2022
• Autor(a) principal: Souza, Sawana Araújo Lopes de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Diálogo intercultural; Relações étnico-raciais; Formação de Professores; UFPB; Intercultural dialogue; Ethnic-racial relations; Teacher training; Relaciones étnico-raciales; Formación de profesores; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/23348

Intercultural dialogue and ethnic-racial relations in initial teacher education have been incorporated into educational policies. In light of this reflection, this research has as its general objective to analyze the obligation and implementation of intercultural dialogues and ethnic-racial relations in the initial training of teachers and in undergraduate courses at the Federal University of Paraíba – UFPB. The specific objectives are: to identify, in the Pedagogical Course Projects (PPCs), how the obligation of ethnic-racial relations and intercultural dialogue in educational policies is established; analyze how coordinators and teachers of UFPB's degree courses are implementing ethnic-racial relations and intercultural dialogue in initial teacher education; evaluate how students are understanding the processes of insertion and implementation of ethnic-racial relations and interculturality in UFPB's degree courses. The study presents as a guiding question: how are interculturality and ethnic-racial relations being inserted and implemented in undergraduate courses at UFPB? Methodologically, it is a qualitative and quantitative research, documentary research and field research carried out with course coordinators, professors who teach the curricular components that discuss ethnic-racial relations and intercultural dialogue, and students from the following courses: Literature (Portuguese, Spanish, English, French), Classical Literature, Pedagogy with a deepening area in Field Education and Dance, located on campus I, and Pedagogy, on campus IV. The instrument used in this investigation was a semi-structured interview, a pedagogical letter and a questionnaire. Data were analyzed based on Bardin's (2011) content analysis and the statistical method of factor analysis. Furthermore, we are based on Paulo Freire's pedagogy. The results obtained were: a characterization of the existing legislation that guides on the mandatory issue of ethnic-racial relations and intercultural dialogue in the initial training of teachers; the identification of successful pedagogical practices of the professors, such as the pedagogical activities, such as the inventory, the making of Abayomis dolls and exhibitions of actions developed in the Hall of Rectory of UFPB; an assessment based on three dimensions (motivations to work with the theme of intercultural dialogue and ethnic-racial relations, the subsidies provided by the investigated courses and the importance attributed to the theme) of the process of implementation of intercultural dialogue and ethnic-racial relations under the perspective of undergraduate students; and others. These results contributed to realize that ethnic-racial relations and intercultural dialogue need to be expanded in teacher education courses through the incorporation of more curricular components, so that the implementation of this theme can contribute to the formation of future teachers. Furthermore, the more we intensify this debate, the more likely we are to have an anti-racist and intercultural education.