O movimento da educação das relações étnico-raciais no currículo de licenciatura em educação física da UFJF: conhecimento, implementação e efetivação

Abstract

This research investigated the work with the Education of Ethnic-Racial Relations/ERER in the curriculum and in the initial training of teachers of the Physical Education course at the Federal University of Juiz de Fora, especially after the enactment of Law 10.639 of 2003, and the creation of DCN's ERER in 2004. From a qualitative approach, the methodological course of this research had as strategies of investigation and production of data the bibliographic research; the state of knowledge; document analysis; conducting semi-structured interviews; and the application of a questionnaire. For the documentary research, the Pedagogical Political Project of the degree, the teaching plans of the compulsory subjects for the degree, the Institutional Pedagogical Project of the degrees of the UFJF, the National Curriculum Guidelines for Physical Education, and the National Curriculum Guidelines were accessed and analyzed. for the Education of Ethnic-Racial Relations and for the Teaching of AfroBrazilian and African History and Culture, in order to understand how the theme of ethnic-racial relations is presented in these archives. In order to carry out the interviews - in which we seek to promote discussions regarding teacher training, curriculum and ERER - the selected subjects were the teachers who present some evidence with the work of this theme in the teaching plan of their disciplines, being interviewed five teachers in the total. The questionnaire was sent to students enrolled in the 8th period onwards, in order to identify their knowledge about ERER, and to investigate whether this knowledge comes from formative experiences in the FAEFID environment. Only three students answered the questionnaire. We found, from the perspective of the written curriculum, that the FAEFID degree does not offer a mandatory subject on the subject, and that, in general, these documents do not ensure an effective dialogue with the theme of ethnic-racial relations, as proposed by the DCNs ERER. As for practical behaviors, we identified few work proposals with the theme, and we realized that they occur from individual initiatives, with no evidence of confrontation and collective constructions, which directly affects the insertion of ERER in the initial training curriculum of this course. As positive signs, the professors pointed out the discomfort in the face of the absence of actions and/or the limited work that has been carried out in their disciplines and in the general context of FAEFID, and they were optimistic about the curricular reformulation that has been elaborated. They also expressed their sensibility with the theme, and favored its circulation in the FAEFID debates and also in the meetings aimed at the construction of this new curriculum.