Formação docente em educação para as relações étnico-raciais na UFU Campus Pontal: diálogos com a etnomatemática

Abstract

The research Teacher Training in Education for Ethnic-Racial Relations at UFU Campus Pontal: Dialogues with Ethnomathematics investigates teacher education focused on ethnic-racial relations, emphasizing the contribution of ethnomathematics to anti-racist pedagogical practices in Mathematics teaching. Inserted within the context of Law No. 10.639/03, it analyzes the challenges and potential of continuing teacher education. The central problem consists of identifying how ethnomathematics can be incorporated into Mathematics teaching, fostering an anti-racist approach in the school environment. The study aims to analyze the conceptions and impacts of the Teacher Training Course in Education for Ethnic-Racial Relations (Formação ERER), developed by UFU, Campus Pontal, between 2018 and 2024, as well as to map the implemented pedagogical practices and develop a self-managed virtual course for teachers. The methodological approach is qualitative, based on bibliographic and documentary research and participant observation, with an analysis of institutional documents, didactic materials, and reports from participating teachers. The research also adopts action research methodology, conducting document analysis, including the Neabi Pontal website, and articulating theory and practice in the creation of an educational product. The results show that ethnomathematics strengthens anti-racist pedagogical practices by valuing Afro-Brazilian and Indigenous knowledge in Mathematics teaching. It is identified that Formação ERER has played a fundamental role in teacher training, promoting inclusive practices aligned with Law No. 10.639/03, although institutional challenges remain, such as the lack of adequate didactic materials and the need for specialized training. Participating teachers reported significant changes in their pedagogical approaches, understanding the importance of cultural contextualization in Mathematics teaching. The analysis led to the development of the educational product Etnomath, a self-managed virtual course that integrates content on ethnomathematics and anti-racist education. The course offers theoretical foundations, lesson plans, practical activities, and case studies, expanding access to continuing education for teachers across different regions of Brazil. It represents an advancement in the availability of innovative didactic materials, providing theoretical and practical support for the implementation of ethnomathematics in teaching. The research demonstrates that ethnomathematics can be an essential tool in building a more inclusive Mathematics education, promoting racial equity in teaching. Although Law No. 10.639/03 was a milestone in Brazilian education, its effective implementation still faces obstacles. In this sense, continuing teacher education is essential to ensure an education that respects cultural diversity. Etnomath represents a significant contribution by providing accessible didactic materials and strengthening teacher training, reinforcing the need for public policies that consolidate ethnomathematics in school curricula and promote a more just and equitable education