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Ethnical-Racial Relations, Racism, Antiracist education, Teacher education


Considering the current context of the 20th anniversary of the Law 10,639/2003 and 15th of the Law 11,645/2008, this article offers an analysis of the advances and challenges that permeate the implementation of Antiracist Education in Brazil. In the first section, we discuss racism as complex phenomenon, structural and multidimensional, whose approach in the school context requires teachers equipped with specific theoretical and methodological tools and racial literacy. In the second section, we examine recent publications that map the main difficulties in implementing anti-racist education in schools and that point to an important gap regarding racial issues in teacher education. In the third section, focusing on the perspective of future teachers, we analyze the perception of undergraduate students at the University of Brasília regarding the subject Education of Ethnic-Racial Relations as a curricular component in the initial education of teachers. The triangulated examination of these three analytical dimensions points to a mutually reinforcing relationship between the gaps in the initial training of teachers and the difficulties in teaching African, Afro-Brazilian and indigenous histories and cultures in basic education. The absence and/or irregular or non-mandatory provision of curricular components aimed at training future teachers appears as an obstacle to implementing antiracist approaches to Brazilian cultural diversity in our education systems.


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Author Biographies

Bárbara Ribeiro Dourado Pias de Almeida, Secretaria de Educação do Distrito Federal

Graduated in Pedagogy from the University of Brasília (2019). Master in Environmental Education and Rural Education from the University of Brasília (PPGE/UnB). Researcher at the Agroecology Studies Center (NEA/UnB). Researcher at the Education, Knowledge and Decolonial Research Group (GPDES/PPGE/UnB). Areas of Interest: Curriculum. Teacher training. Education for Ethnic-Racial Relations Environmental Education.

Lurian José Reis da Silva Lima, Universidade Federal do Estado do Rio de Janeiro

Postdoctoral FAPERJ in the Music department at UNIRIO. PhD in History from the Fluminense Federal University (UFF), with a CNPq scholarship. Fulbright Visiting Scholar in the Department of History at New York University. He is part of the Education, Knowledge and Decolonialities Research Group (UnB), the Study and Research Group on Black Culture in the Atlantic (UFF), the Oral History Laboratory (UFF), the Emancipations and Post-Emancipation Working Group Abolition of the ANPUH. and the UFRJ Ethnomusicology Laboratory. He has a Master's degree in Music, Musicology/Ethnomusicology, from the Federal University of Paraná, with a CAPES scholarship. He works as a researcher and teacher in the areas of History and Music, discussing issues related to racism, racial conflicts and black protagonism in the society and culture of the Republic of Brazil; music, culture and black identity in the African diaspora; music, historiography and national identity in Brazil; Anti-racist and intercultural education.



How to Cite

Silva, A. T. R. da, Almeida, B. R. D. P. de, & Lima, L. J. R. da S. (2023). ADVANCES AND CHALLENGES IN THE IMPLEMENTATION OF ANTI RACIST EDUCATION IN BRAZIL. In SciELO Preprints.


Human Sciences


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