ANDRADE, B. V.; http://lattes.cnpq.br/2764141140052377; ANDRADE, Bianca Vieira de.
Résumé:
This study focuses on a discussion of teaching practice in relation to education for
ethnic-racial and gender relations, presenting in its structure the legal frameworks and
documentation that guide the use of diversity in the school context. In this way, we set out to
investigate how the role of the teacher may or may not, directly/indirectly, influence the
existing praxis within the classrooms of educational institutions, this research focuses on the
data collected in the city of Cajazeiras - PB, during the year 2024, with a teacher who works
in the municipal education network. The research, characterized as a case study, has as its
priority to understand in detail a certain situation or reality, in order to analyze whether
ethnic-racial and gender education is present in the daily school life of a teacher in the city of
Cajazeiras-PB, and whether he develops them, through the PCN's and the BNCC. A
semi-structured interview with 15 questions was carried out in order to deepen the
discussion, since the methodological bias is the case study. The study showed that our
teachers still need support for their pedagogical actions and ongoing training in ethnic-racial
and gender relations. In addition, the educational curricula, which are geared towards
traditional education, were alarmingly lacking, given that the BNCC also fails to promote
these discussions, which are so necessary for the formation of ethical, pluralistic and
anti-racist citizens.
