Educational processes for the teaching of ethnic-racial education in regions with traditional black and indigenous communities

Abstract

The study aimed to highlight the learning dynamics within specific local conditions of Mid-West of Paraná State, focusing on ethnic-racial issues in Pedagogy formation. Drawing on Anthropology of Education and Social Psychology, the research employed the methodology of learning constellations to investigate the graduation in Pedagogy (2005-2015), their pedagogical practices (2015-2017) and ongoing formation related to education to racial-ethnic relationships. Teachers were selected based on these educational experiences, specifically those who participated in the ongoing formation. The Mid-West of Parana State, Brazil, concentrated most of indigenous (Kaingang and Guarani) and quilombolas communities, contributing to, a priori, an encounter with those traditional communities and their knowledge dynamics. However, facing land conflicts, ethnocentric knowledge remained central in the Pedagogy formation, causing refractory practices related to racial-ethnic knowledge. Thus, it revealed that work conditions by shifting teachers/lecturers and distance of work composed the major invariants, by which challenges formators proximity to racial-ethnic knowledge. In additional, local power relations also play a role, engendering refractory pedagogical practices to the pedagogical experiences of racial relations in school routine, from initial teacher training to professional practice.