FORMAÇÃO DAS PROFESSORAS(ES) COM A TEMÁTICA DAS RELAÇÕES ÉTNICAS E “RACIAIS” EM CAMPO GRANDE/MS

Abstract

This dissertation, entitled “Training of teachers with the theme of ethnic and "racial" relations in Campo Grande, MS", seeks to understand and analyze that forms the disciplines offered in the Pedagogy courses of two educational institutions - Federal University of Mato Grosso do Sul (UFMS) and State University of Mato Grosso Grosso do Sul (UEMS), both located in Campo Grande, contemplate the theme of ethnic and “racial” relations. This is a qualitative, documental research, in which they were used as sources of analysis of the Pedagogical Projects of the courses, as well as as women and curriculum guidelines issued by the Ministry of Education and National Council of Education, among others. Since the degree courses should enable theoretical and practical experiences so that future teachers appropriating the cultural, scientific and social knowledge that exists in our society, and it is to be expected that they objectify (give consequences) to these content in their training. The theoretical framework that supported the analyzes of traffic between, initial teacher training in the field of education, cultural studies and critical theory of society. It was based on the hypothesis that the training of future teachers with the transversality of the theme of ethnic and “racial” relations is weakened, and the investment in the quality of this training can contribute to reducing the ills social issues arising from the multiple racisms in understood in the formative contexts in a way continued by childhood teachers. In Adornian terms, it is semi-formation, which engenders deleterious consequences in the formation of children. Conclude- that the implementation and effectiveness of public policies, through actions statements, are of fundamental importance in training contexts, provided that contemplate the training of teachers in an organic way. Otherwise, they appear only as Laws to be lost. Keywords: Initial teacher education. Infancy. Ethnic and “racial” relations. Large field