Educação Antirracista e o Plano Nacional de Educação

Um Estudo com Professores do Ensino Básico, Técnico e Tecnológico

Abstract

This article aims to analyze the anti-racist educational practices developed by teachers of Basic, Technical and Technological Education (Ensino Básico, Técnico e Tecnológico - EBTT), understanding how these actions contribute to the construction of a curriculum committed to racial equity and how they are articulated with the guidelines of the National Education Plan (Plano Nacional de Educação - PNE). The data were collected through semi-structured interviews, and they were analyzed and categorized based on the Content Analysis method. The results revealed that teachers with academic background in the areas of Human Sciences are among those who most seek to act based on anti-racist educational practices, a finding that may be related to the fact that, in their initial training, these teachers have greater contact with themes related to diversity and social equity. However, educators face challenges such as resistance from fellow teachers and students, in addition to the lack of institutional support. Despite these difficulties, teachers recognize the importance of implementing laws such as 10.639/03 and advocate reformulating a curriculum that does not address the issue of ethnic-racial relations in an interdisciplinary, cross-disciplinary manner, aligned with some of the PNE goals. The analysis showed that, although there has been progress in anti-racist practices, these transformations in schools are slow and require ongoing support and dialogue with administrators, as well as the strengthening of public policies to ensure the effective implementation of these practices.