A educação das relações étnico-raciais no Ensino Médio Integrado: sentidos construídos pelos estudantes

Abstract

This professional master's research aimed to understand the meanings students construct about ethnic-racial diversity based on curricular practices in Technical Courses in Internet Computing and Administration, integrated into high school, at a Professional and Technological Education (EPT) institution. The specific objectives are to characterize the curricular policies for the education of ethnic-racial relations, based on the institutional documents of the Federal Institute of Pernambuco (IFPE), understand how curricular practices contribute to the construction of meanings about ethnic-racial diversity by students, and develop a Guide on Critical Racial Literacy for IFPE staff as an educational product. This is a qualitative study with a narrative approach. The first stage involved conducting bibliographic research in databases to survey the state-of-the-art studies on the education of ethnic-racial relations in high school and integrated high school. A scarcity of productions on the topic in the context of EPT was noted, especially when considering productions that listen to students. In the second stage, narrative interviews were conducted with the students. The recorded accounts were transcribed in detail. We then classified the content into two groups: non-indexed material, related to experiences with race and racism, and indexed material, related to experiences with Ethnic-Racial Relations Education (ERER) in curricular practices. From this, we identified the meanings of the narratives and developed theoretical categories that allowed us to understand how the participants constructed meanings about ethnic-racial diversity in the context analyzed. Four students participated in the study, two from each course, selected through a simple draw. Finally, a documentary study was conducted to analyze educational policies aimed at Basic Education and EPT, as well as the Pedagogical Projects of the Technical Courses Integrated with High School in Administration and Internet Computing. The analysis aimed to identify how the documents express parameters related to intercultural education and diversity. The research findings demonstrate that the institution already adopts educational practices based on respect for students' knowledge, promoting a democratic, participatory education committed to building an anti-racist society. However, the study also revealed that ERER does not occur in a coordinated and interdisciplinary manner, which is consistent with other studies on the fragility of this integration in school practices. To break this fragmentation, investing in technical training is not enough; it is essential that everyone involved in the educational process also engage politically and pedagogically. The research findings supported the development of the Educational Product (EP) entitled "Critical Racial Literacy Guide." This guide aims to train staff working in Integrated Secondary Education (EMI) and EPT to develop educational practices aligned with an anti-racist perspective, promoting critical racial literacy through pedagogical workshops with students. The PE was evaluated by three teachers, four administrative staff, and three students. The evaluators considered the PE content important and relevant, presenting it as a valuable pedagogical tool capable of stimulating curricular practices that contribute to decolonial education. Overcoming racism must be a commitment for all who seek to build a more egalitarian Brazil. Therefore, we emphasize that this study emerges as an important contribution to the advancement of an education based on transformation and an educational practice that seeks to decolonize and deconstruct practices rooted in Eurocentric and colonizing culture