Geografia e educação das relações étnico-raciais: a implementação da Lei nº 10.639/03 nos currículos de Licenciatura em Geografia das universidades públicas federais brasileiras

Abstract

This thesis investigates the implementation of Law No. 10.639/03 and the National Curriculum Guidelines for Education on Racial and Ethnic Relations (DCNERER) in the undergraduate Geography programs at federal public universities in Brazil. Based on the analysis of Course Pedagogical Projects (PPCs), Analytical Programs (PAs), and responses to questionnaires sent to the institutions, the study sought to understand how racial and ethnic issues have been addressed in the initial training of Geography teachers. The results reveal some targeted advances and also highlight limitations, such as the predominance of elective courses, and the limited presence of the scientific output of Black intellectuals and Black Geographies in the mandatory subjects dedicated to racial and ethnic issues, as well as the reduced presence of these intellectuals as teaching faculty. The research indicates that, although the current legislation is essential, the effective inclusion of these themes depends on alignment with other public policies, such as the holding of public exams to diversify the faculty of these programs. It is concluded that curriculum transformation is an ongoing process, necessary for the construction of antiracist and decolonial education.