Unveiling race relations in pedagogical practices: a decolonial reading of everyday school life

This article brings an excerpt from the master's thesis defended in 2023 and sought to understand the place of anti-racist education and the decolonial perspective in the pedagogical practices of teachers in the area of Human Sciences (Geography, History and Philosophy). The research, of a qualitative nature, aimed to highlight the reflection of ethnic-racial diversity in a public space of education, through meetings with teachers and the production of pedagogical letters. The “decolonial doing” (Ocaña; López, 2019) was used as another way to think about the methodology based on decolonial principles. The analysis revealed that the spaces used by teachers to include ethnic-racial issues in pedagogical practices, in most cases, involve spontaneous situations in the relationship between students in the daily life of classes, but need to be intentionally included in the curriculum as guided by Law no. 10.639/2003, which calls into question the urgency of critical, anti-racist and decolonial teacher training, promoting denaturalization and confronting racism.

Keywords
ethnic-racial relations; anti-racist education; decoloniality; curriculum; teacher training.