Formação docente nas ciências humanas e sociais: fortalecendo práticas antirracistas em perspectiva transversal a partir do ensino de sociologia.

Abstract

This research analyzes the continuing education of teachers in the field of Human and Social Sciences, guided by the perspective of anti-racist education and grounded in the principles of Human Rights Education. The study investigates formative processes that, by addressing issues arising from everyday school contexts, contribute to the expansion of teachers’ understandings of racism as a structural phenomenon and to the re-signification of pedagogical practices, with Sociology teaching and the mobilization of sociological concepts as the central articulating axis. The research is based on the recognition that many Brazilian municipalities have not yet implemented Law No. 10.639/03 and that both initial and continuing teacher education, from an anti-racist perspective, remains insufficient. In addition, it acknowledges that schools, as social institutions, tend to reproduce historically constructed racial inequalities, which makes teacher education a strategic space for confronting these disparities. Methodologically, the study adopts a mixed-methods approach, combining descriptive analysis, bibliographic research, and qualitative investigation, enabling a broader understanding of the object under study considering its social nature. The work is organized into three chapters and presents, as an educational product, a Training Booklet developed from a case study conducted at Escola Cidadã Integral Almirante Antônio Heráclito do Rêgo, in the municipality of Barra de Santana, Paraíba, through the implementation of formative workshops with teachers. The theoretical framework draws on authors such as Munanga, Gomes, Gonzalez, Candau, Sacavino, Freire, Tardif, and Imbernón, who conceive education as a social, political, and historical practice, and teacher education as a continuous, critical, and reflective process. The formative workshops proved to be powerful spaces for dialogue, listening, and collective knowledge construction, promoting conceptual shifts in teachers’ understandings of racism and broadening the recognition of the school’s collective responsibility in confronting racial inequalities.