The education of ethnic-racial relations: dialogues and tensions at the State University of Londrina

Abstract

This article investigates how Ethnic-Racial Relations Education (ERRE) is incorporated into the curriculum of the Pedagogy undergraduate program at the State University of Londrina (UEL). The persistence of violence against Black and Indigenous peoples in both society and schools underscores the need to examine the extent to which Law 10.639/2003 (Brazil, 2003), as amended by Law 11.645/2008 (Brazil, 2008), is implemented within the program. The specific objectives are: to analyze selected documents that support debates on ERRE; to highlight key concepts central to anti-racist discourse; and to examine students’ perceptions of this issue. The study adopts a descriptive methodology based on Lakatos and Marconi (2003) and Gil (2008), employing a qualitative approach to investigate students’ understanding of the presence of ERRE within the Pedagogy program. The analysis reveals weaknesses in the integration of ERRE, limited awareness of the aforementioned legislation, and the absence of Black and Indigenous authors in the program’s bibliography. This study is grounded in the works of Munanga (2004), Silva (2007), Krenak (2019; 2020), Baniwa (2021), Almeida (2022), and Longhini (2023), among others.