Entre a norma e a epistemologia: o lugar das relações étnico-raciais nos cursos de pedagogia das universidades federais de minas gerais

Abstract

The present study, developed within the Pedagogy Course at the Federal University of Uberlândia (UFU), investigates the role of education for ethnic-racial relations in Pedagogy courses at Federal Universities in the state of Minas Gerais. The research originated from the central question of how ethnic-racial relations and Black and Indigenous epistemologies are incorporated and operationalized in teacher training curricula, considering the historical trajectory of the Black movement and the implementation of Law No. 10.639/2003. The general objective was to analyze how this theme is formally integrated into the Course Pedagogical Projects (PPCs), identifying advances, limits, and persistent gaps in the initial training of pedagogues. As specific objectives, the study sought to identify institutional curricular guidelines, investigate course descriptions and bibliographies to verify the density of content, and evaluate the extent to which such curricula promote a break from eurocentric hegemony. The adopted methodology follows a qualitative approach and a documentary nature, focusing on the systematic analysis of PPCs, course files, and regulations of federal institutions in Minas Gerais, understood as political and historical productions. The monograph is organized into three main chapters: the first addresses the trajectory of the Black movement and the achievement of Law No. 10.639/2003; the second discusses the foundations of ethnic-racial relations and afrocentricity; and the third is dedicated to a comparative documentary analysis of the universities. It is concluded that, although there is compliance with normative requirements, the theme is still treated in a peripheral and complementary manner, rather than as a structural axis. The results highlight the need to strengthen the critical training of the teaching staff and to ensure the centrality of Black and Indigenous epistemologies as the foundations of an effectively anti-racist and decolonial education.