O ENSINO DA HISTÓRIA E CULTURA AFRO-BRASILEIRA E INDÍGENA NO CURRÍCULO DOS CURSOS DE PEDAGOGIA DE DUAS INSTITUIÇÕES DE ENSINO SUPERIOR

Abstract

This article analyses the introduction of Afro-Brazilian and Indigenous History and Culture teaching in the political-pedagogical projects and curricula of the Pedagogy courses of the Federal University of Rio de Janeiro (UFRJ) and the University of International Integration of the Afro-Brazilian Lusophony (UNILAB). The research is anchored in the debate held by the social sciences in the field of education for ethnic-racial relations, in the light of the National Curricular Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture. The research method included the analysis of pedagogical projects, curricula and interviews with students and teachers from both institutions. The research reveals the disputes and ambiguities that exist in the construction of antirracist education in pedagogical courses, where the curriculum expresses the tensions, contradictions and interests of groups that are inside and outside the university.