RELAÇÕES ÉTNICO-RACIAIS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA: UMA REVISÃO INTEGRATIVA

Iraneide Nascimento dos Santos; Maria de Lourdes da Silva Neta; Carolina da Franca Bandeira Ferreira Santos

doi:10.1590/SciELOPreprints.4651

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Iraneide Nascimento dos Santos Federal Institute of Pernambuco https://orcid.org/0000-0001-8449-7840
Maria de Lourdes da Silva Neta Instituto Federal do Ceará https://orcid.org/0000-0002-3726-4806
Carolina da Franca Bandeira Ferreira Santos Universidade de Pernambuco

DOI:

https://doi.org/10.1590/SciELOPreprints.4651

Keywords:

Professional and technological education, Racism, Ethnic-racial relations, Review

Abstract

This study aims to analyze the scientific evidence on education of ethnic-racial relations within the scope of professional and technological education. This is an exploratory and qualitative research, whose integrative literature review technique allowed the systematic selection of reports in six stages. Initially, the search for articles through SciELO, CAPES Periodical and academic Google based on the terms race, ethnicity, ethnic-racial relations and professional education, together with Boolean operators, resulted in 11,336 titles, and after screening, 11 articles were included. . For discussion, the following categories were used: institutionalization of Law nº 10.639/2003 and curriculum; structural racism; quota law; nucleus of Afro-Brazilian and indigenous studies, research and extension; pedagogical experiences about ethnic-racial diversity; students' and teachers' perceptions of ethnic-racial diversity in the curriculum; and the role of teachers for the professional education of black women. It was found that there is a long way to go for the institutionalization of Laws 10,639/03 and 11,645/08 in the curricula and in the teaching-learning practices of vocational training, reinforced by the negative perceptions of students and teachers about ethnic-racial diversity in the curricula. of professional and technological education institutions, especially when it comes to integrated courses. However, the quota laws, the implementation of NEABI and the different teaching experiences stood out as affirmative actions that promoted racial equality.

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Author Biographies

Iraneide Nascimento dos Santos, Federal Institute of Pernambuco

Doctoral student in Hebiatrics at the University of Pernambuco whose object of study is racism and its relationship with adolescent health. Master in Pathology from the Federal University of Pernambuco. Occupational Nurse and Epidemiologist. She is currently a professor of higher and technical courses (integrated and subsequent) at the Federal Institute of Pernambuco, Ipojuca campus.

Maria de Lourdes da Silva Neta, Instituto Federal do Ceará

Graduated in Pedagogy and Administration from the State University of Ceará (UECE). Specialist in School Administration and Human Resources Management and Planning, Implementation and Management of Distance Learning Courses (UFF). Master in Education (PPGE - UECE). Doctor in Education (PPGE - UECE) conducted research in the area of Teacher Training and Teaching Assessment - Learning in Higher Education. Member of the EDUCAS group. Teaching experience at Vale do Acaraú State University (UVA) and Ceará State University (UECE), professor of Didactics - Referential and Athens courses. School Coordinator in Basic Education (Early Childhood Education and Teaching Early Years of Elementary School).

Carolina da Franca Bandeira Ferreira Santos, Universidade de Pernambuco

I am an adjunct professor at the University of Pernambuco (2013/current). I work in the Postgraduate Program in Hebiatrics as coordinator (2020/current) and, in the graduation in the area of Pediatric Dentistry and Children's Clinic I and II. I have a PhD in Dentistry (Pediatric Dentistry) from the University of Pernambuco (2010), a Master's degree in Hebiatrics from the University of Pernambuco (2006) and a degree in Dentistry from the University of Pernambuco (2004). I was a fellow of the National Post-Doctoral Program - Capes/FACEPE (2011-2013) and did a post-doctorate (2018-2019) at the Harvard School of Public Health (Harvard T.H. Chan School of Public Health).