Diversidade e relações étnico-raciais na educação profissional e tecnológica: uma proposta de curso livre sobre enfrentamento ao preconceito

Abstract

The present dissertation, developed within the scope of the Professional Master's Program in Professional and Technological Education (ProfEPT), aimed to investigate issues related to diversity and ethnic-racial relations, as well as addressing the topic in the classroom. The approach adopted was guided by a formative perspective, seeking to combat the various forms of prejudice and understand the constitution of the identities of licensed and non-licensed Professional and Technological Education (EPT) teachers involved in continuing education processes. The choice of this theme was motivated by the identification of challenges in promoting debates on diversity by teachers, given the presence of sociocultural differences. The research used sociological portraits as a methodological route. The participants in this study were professors from the Federal Institute of Mato Grosso do Sul. In terms of theoretical basis, the investigation was based on studies by renowned authors, such as Claude Dubar, Bernard Lahire, Carlos Marcelo, Yves Chevallard, Clermont Gauthier, Selma Garrido Pimenta, Francisco Imbérnon, Almeida (2018), Bethencourt (2018), Ciavatta (2003), Ramos (2002) and Saviani (2007), among others. Analysis of the results reveals that, throughout their social trajectories, teachers developed fundamental dispositions both for exercising their profession and for improving their knowledge as teachers. The free course, developed with the aim of providing teachers with a new perspective on the topic and the fight against prejudice, emerges as an essential component in this dissertation. When analyzing the final results of the course, a significant change in teachers' interest in relation to the importance of the topic and its relevance in the classroom context becomes evident, evolving towards the construction of a fairer society. This finding highlights not only the course's effectiveness in bringing about transformations in teachers' perceptions, but also its ability to inspire a more engaged and conscious approach to dealing with ethnic-racial issues. The course thus proves to be a fundamental tool in promoting inclusive education and training teachers committed to building an educational environment that values diversity and contributes to building a more equitable society.