Open AccessAS RELAÇÕES ÉTNICO-RACIAIS E OS CURRÍCULOS DOS CURSOS DE LICENCIATURA DE UMA UNIVERSIDADE DO MATO GROSSO DO SUL
Author(s) -
Felipe de Lima Silva,
Andressa Florcena Gama da Costa,
Thalita Pereira da Silva
Publication year - 2019
Publication title -
colloquium humanarum
Language(s) - English
Resource type - Journals
eISSN - 1809-8207
pISSN - 1679-6470
DOI - 10.5747/ch.2019.v16.n3.h434
Subject(s) - curriculum , ethnic group , diversity (politics) , sociology , institution , higher education , pedagogy , multiculturalism , state (computer science) , library science , political science , social science , anthropology , law , algorithm , computer science
This article includes an investigation of ethnic-racial relations in the curriculum of all undergraduate courses of a higher education institution located in the state of Mato Grosso do Sul. The state is the second in number of Amerindian inhabitants and of various ethnic groups and is located on the border with other countries constituting a multicultural state. Having regard to undergraduate courses role in preparing the future teacher to address the issues of ethnicity and diversity in schools, we aimedto analyze Law No. 10639/03 by degrees courses of all campus of an higher education institution of ,with a view to a discussion about how ethnic-racial relations are treated in the curriculum of undergraduate degrees with respect to teaching practices for equality. To do this, we approached the topic based on a bibliographic review about the education and ethnic-racial relations according to the Brazilian legislation. Supported by the methodology of qualitative research of exploratory type, we performed a detailed curricular documentary analysis of undergraduate courses. The results showed that in some undergraduate courses the discussion of ethnic-racial diversity is silenced, because this doesn't make part of the curriculum, in other courses we find a wide variety of approaches, different workloads that together also evidence the commitment or not of the courses with the issue analyzed. The analyses reinforce the need of formative processes of being able to combat discourses and narratives loaded with alot of stereotypes and prejudices.