A política de formação docente para a Educação das Relações Étnico-Raciais na rede municipal de educação do Recife e o GTERE (2006-2018)

Abstract

This research work aimed to analyze the trajectory of teacher training policies for the Education of Ethnic-Racial Relations and the role of GTERE in the educational network of Recife, during the periods from 2006 to 2008 and from 2012 to 2018, based on Ball's (2011) policy cycle approach as an analysis methodology. To this end, we seek to: identify the context of influence on training policies for the Education of Ethnic-Racial Relations; analyze the legal documents that guide these policies, as well as the contexts of their production; as well as understanding the training policies for the Education of Ethnic-Racial Relations and the role of GTERE (Working Group on Education for Ethnic Racial Relations) in the practice context. It was a qualitative research that used document analysis and semi-structured interviews as instruments of data collection, carried out with trainers and managers. The technique used to analyze the data was content analysis, from the perspective of Bardin (1994). The investigated data indicate that the educational policies of the education network of Recife consist of the materialization of representations of ideas flowed from groups and / or individuals working in the educational field and strenuous this space of disputes, being the teacher training able or not to act as an construction strategy of new pedagogies, with emancipatory character, in educational processes. In this context, it was possible to understand that it is the political interests and priorities of the management of the educational network that will make teacher training the main or secondary target of educational policies, mobilizing articulations and interventions more or less direct in the areas of interest. It is hoped that the results of this investigation may foster discussions on training policies for the Education of Ethnic-Racial Relations, with regard to the challenges and possibilities in the development of public policies and actions that privilege the continuing education of educators for the thematic.