A formação para as relações étnico-raciais, pelo parfor, no curso de história: currículo e trajetória de professoras egressas de Cametá (PA).

Abstract

This work aims to analyze the training of female teachers, through the History course of the Federal University of Pará, contemplated by the National Training Plan for Basic Education Teachers (PARFOR), having as focus of observation the studies on ethnic-racial relations applied to the analysis of the curriculum of the course and the social and school practices of female teachers and graduates of the University Campus of Cametá (PA), because the History course of PARFOR offered in the curricular design a subject of History of Africa. Because of that, the intention of this work was to find out, through data survey, if the course attends the ethnic-racial questions according to the requirements of the Law 11.645/2008, which instituted the obligatory inclusion of the theme of Afro-Brazilian and Indigenous History and Culture in basic education and higher education. The year of the implementation of PARFOR in Cametá coincided with the creation of the History College in the University Campus of that municipality; however, the basic curricular design for the History course did not follow the guidelines of the newly created college, but those of Belém, and for this reason the course offered only this subject in the final part of the course. The methodology used in the research is qualitative in nature, with a documental analysis of the pedagogic project of the course, of which the curricular design was analyzed, and oral history, with interviews with the course's former teachers. The question is whether this single subject has awakened the practice of ethno-racial relations in their school communities. However, the result of the research showed us that the History course still does not comply with the legislation, and for this reason the discussions are not comprehensive in the curriculum. Even so, this single subject made a difference in the formation of female teachers and awakened the interest in the production of end-of-course papers on the theme, as well as modified the pedagogical practice, leading to other knowledge about the history of the African continent and of blacks in Brazil, in search of a democratic teaching, in the recognition of differences and in the fight against racism.