UNIFAP Pedagogy Course: perceptions on initial training, curriculum and ethnic-racial issues
Incorporating education into ethnic-racial relations in school curricula, debates, discussions, and, especially, in initial teacher training, is an important and necessary step in overcoming racial discrimination and racism. This study's main objective is to analyze students' perceptions o...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade do Estado de Santa Catarina (UDESC) |
| Repositorio: | Linhas (Florianópolis. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai::article/26425 |
| Acceso en línea: | https://www.periodicos.udesc.br/index.php/linhas/article/view/26425 |
| Access Level: | acceso abierto |
| Palabra clave: | educação relações étnico-raciais currículo formação de professores Amapá education ethnic-racial relations curriculum teacher training educación relaciones étnico-raciales formación docente |
| Sumario: | Incorporating education into ethnic-racial relations in school curricula, debates, discussions, and, especially, in initial teacher training, is an important and necessary step in overcoming racial discrimination and racism. This study's main objective is to analyze students' perceptions of the curriculum and ethnic-racial issues in Pedagogy teacher training, with a view to confronting racism. The research is a case study with a qualitative approach. Data collection involved bibliographical, documentary, and field research using a structured questionnaire. Bardin's (2016) Content Analysis was used for data processing. The results indicated that students perceive the relevance of this topic in teacher training, as this process can reshape their perspective through critical and reflective awareness and the decolonization of the curriculum, pedagogical practices, and especially of minds. |
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