A formação, os saberes e as práticas das/os egressas/os do curso de História da Universidade Federal de Uberlândia campus Pontal: As questões étnico-raciais em foco

Abstract

This research was developed in the Postgraduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), in the Knowledge and Educational Practices Line. The thesis is based on the following question: what do male and female graduates of the History Course at the Federal University of Uberlândia, Campus Pontal say about their initial training,their knowledge and practices focusing on ethnic-racial relations? Thus, the general objective was chosen to analyze the training, knowledge, and practices of graduates of the History Course at UFU, Campus Pontal, regarding the themes of ethnic-racial relations. The following were defined as specific objectives: i: to analyze, through documents (PPC) and subject sheets, the place of ethnic-racial relations, in the History Course at UFU, Campus Pontal; ii: reflect, through the voices of graduates, what they say about their initial training, focusing on ethnicracial relations; iii: analyze, through the voices of graduates, teaching practices related to ethnic-racial issues; iv: contribute to the advancement of research around the teaching of History and laws 10.639/03 and 11.645/08, in order to glimpse where we are in this process, and allow this study to modify the portrait of the history of the colonizers. The thesis is inspired by a decolonial and Afro-diasporic epistemology that seeks a critical confrontation against all forms of exclusion that originated in the colonial situation and its historical consequences. The investigation is the field of qualitative research in Education and cultural studies when dealing with educational issues, teacher training, multicultural representations, and part of the current school context. In the search to outline the sociocultural and professional profile of History Course graduates and identify knowledge and teaching practices in relation to laws 10.639/03 and 11.645/08, we used documentary analysis, the questionnaire technique, and Oral History. The Pedagogical Project of the Course (PPC), the subject sheets and the events produced by the Course were analyzed, seeking to identify the place of ethnic-racial issues. The questionnaire was sent to the ninety-two graduates, who completed the Course by 2020. UFU Pontal's History Course began in 2007 and the first graduating class was in 2011. Of this total, twenty-five responded to the questionnaire. In relation to Oral History, the thesis had the participation of eight graduates. The choice was based on heterogeneity. There were four women and four men from different classes and different school contexts. It was concluded that in the Course’s PPC, ethnic-racial issues appear secondary, with a greater number of prevailing disciplines that work in a transversal manner. The events promoted by the Course contribute to the debate on ethnicracial issues. In relation to the practices of graduates, it was identified that in different ways, ethnic-racial themes are addressed in the classrooms. It is hoped that the research will contribute to a sensitive approach to ethnic-racial relations in History degree courses, thus promoting antiracist education based on social justice.