Article

Heloisa Baptista Nery; Marcos Cesar Rodrigues de Miranda

DOI: 10.22167/2675-6528-202602226

Article derived from a Final Course Work (TCC), with content based on the student’s original work and adapted to the editorial format of the Revista E&S with the support of the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute for textual synthesis and organization.

Abstract

The persistence of structural racism in Brazilian society and its impacts in the school context have highlighted the need for pedagogical practices committed to equity and social justice. This study analyzed how in-service continuing education contributed to the strengthening of civic and anti-racist pedagogical practices, through dialogue between curriculum, teaching materials, and teacher planning, in light of structural racism and decolonial pedagogy. A qualitative, exploratory, and descriptive research was conducted, using documentary analysis of the curricular framework, a chapter from the 5th-grade History teaching material, the formative script of the DiVerso em Prosa Program, and the Teacher Work Plan. The results showed that continuing education, when articulated with the school routine, favored critical reflection and the re-signification of pedagogical practice, contributing to the incorporation of themes related to diversity, social justice, and racial inequalities in teacher planning. Coherence was observed between the analyzed documents, indicating the articulation between prescribed curriculum and curriculum in action, as well as the mediating role of pedagogical management in the effectiveness of this process. It was concluded that in-service continuing education, when developed intentionally and contextually, constituted a relevant strategy for promoting educational practices committed to equity.

Keywords: curriculum in action; decoloniality; pedagogical management; educational practices; structural racism.

1. Introduction

Brazilian society, historically marked by enslavement, abolished this practice on May 13, 1888, being the last country in the Americas to do so. However, this abolition was not accompanied by inclusive or reparatory public policies, which allowed the perpetuation of inequalities. Structural racism, as addressed by Almeida (2019), manifests itself in the normalization and reproduction of discriminatory patterns in various social spheres, including the school environment.

The school, which should be a space of welcome and transformation, frequently reflects and reproduces these racial structures. Only in January 2003 did Law No. 10.639 (Brazil, 2003) make the teaching of Afro-Brazilian and African History and Culture mandatory in basic education. Despite the legislation, there is a persistent lack of knowledge and adequate training on the part of teachers to effectively address the theme, combat racism, and value black identity and culture.

This gap in initial teacher training, which often does not prepare them to deal with the complexity of ethnic-racial relations, requires investment in continuing education. Ferreira (2012) highlights that teachers, influenced by their own experiences, can inadvertently transmit messages that reinforce prejudices. Continuing education, defined by Libâneo (2015) as a process of permanent development of teaching knowledge and critical reflection on pedagogical practice, becomes essential for the redefinition of these practices.

In this context, decolonial pedagogy emerges as a crucial theoretical framework, seeking to break with Eurocentric logic and value historically marginalized knowledge, promoting the inclusion of different epistemologies in the school space (Oliveira; Candau, 2010; Mignolo, 2005). It contributes to the construction of an anti-racist, democratic, and emancipatory education, that is, a civic education. Civic education, in turn, is intrinsically linked to the school’s social function of promoting the student’s integral formation, developing intellectual autonomy and critical consciousness (Libâneo, 2015). Educating for citizenship implies recognizing diversity and promoting pedagogical practices that articulate human rights and social justice.

Antiracist education, according to Munanga (2005), implies the revision of content, historical narratives, and teaching materials, valuing Afro-Brazilian and African history and knowledge. Thus, continuing education can be a powerful tool to empower teachers to confront racial inequalities in school and society, promoting respect for multiple identities and social justice. Given the persistence of structural racism and the need for pedagogical practices committed to equity, this work is justified by the urgency to understand how continuing education can strengthen citizen and antiracist education. The general objective is to analyze how in-service continuing education contributes to the strengthening of citizen and antiracist pedagogical practices, through the dialogue between curriculum, teaching materials, and teacher planning, in light of structural racism and decolonial pedagogy.

2. Material and Methods

This work is configured as a qualitative research (Bogdan; Biklen, 1994), of an exploratory and descriptive nature (Gil, 2008), with the objective of understanding the relationships between curriculum, teaching materials, and teacher training in the construction of citizen and anti-racist pedagogical practices.

As a data collection procedure, documentary analysis was adopted, with the research corpus consisting of four pedagogical and institutional documents, selected for their relevance to the educational context investigated and their articulation with the object of study.

The documents analyzed were: (1) the Curriculum Framework for Elementary Education (SESI-SP, 2024), a normative document that guides the organization of teaching, aligned with the guidelines of the National Common Curricular Base [BNCC]; (2) chapter 1, titled “Paths to Citizenship”, from the 5th-grade History textbook of the Movimento do Aprender collection (SESI-SP, 2026), with thematic units and activities; (3) the formative material of the DiVerso em Prosa program (SESI-SP, 2024), composed of theoretical texts, reflections, formative activities, and audiovisual materials, with an emphasis on diversity, inclusion, and ethnic-racial relations; and (4) the teacher’s work plan [PTD] for the History curricular component, referring to the month of February 2026, with learning objectives, content, methodologies, and assessment.

The temporal scope of the research covers the period from 2024 to 2026, including documents that are current and in use within the analyzed school context. This delimitation is justified by the intention to examine contemporary materials and institutional training proposals, such as the DiVerso em Prosa program, within the context of discussions on anti-racist education and curriculum review.

The choice of documents is based on the possibility of analyzing, in an articulated way, different dimensions of the educational process: the prescribed curriculum (curricular framework), the curriculum in action mediated by didactic material, the continuing education of teachers (program material), and pedagogical planning [PTD]. This articulation allows us to understand how these instances relate in the construction of educational practices committed to citizenship and racial equity.

The analyzed documents are from a state educational network in São Paulo, with 142 school units, over 4,000 teachers, and 97,000 students, which offers various levels of education and has its own curricular and teacher training guidelines.

The choice of the 5th-grade History textbook is justified by it being the last year of the initial years of Elementary School, a stage in which students have already consolidated basic notions of temporality and social organization, allowing for a more in-depth approach to content related to the formation of the Brazilian State and society, as well as the problematization of historical narratives and social relations.

Within the scope of teacher training, in 2023, the network implemented the continuing education program DiVerso em Prosa, aiming to promote discussions on diversity, inclusion, and sensitivity, using literature, art, and critical reflection. In 2024, the program was expanded, reinforcing its interdisciplinary nature and its work with teachers, managers, and students.

In this context, the research specifically analyzed the document “Roteiro de Atividades do Programa DiVerso em Prosa” (Roadmap of Activities of the DiVerso em Prosa Program), with the theme “Race, education and society”, which guided an in-service continuing education program lasting three days, held in early 2024. The choice of this material is justified by its centrality in addressing ethnic-racial relations within institutional teacher training.

The analysis of these documents was articulated with the teaching work plan [PTD] for History developed by a network pedagogue teacher, with ten years of experience, selected as an empirical case. The choice of this case is justified by the possibility of examining, in a situated manner, how an experienced teacher interprets and mobilizes curricular, didactic, and formative documents in her planning, highlighting approximations, tensions, and limits between the prescribed curriculum, continuing education, and pedagogical practice.

The research has limitations, focusing on a specific selection of documents and a single case of teaching planning, which prevents generalizations to other educational contexts. As it is a documentary analysis, the study focuses on the intentions and guidelines present in the materials, without encompassing the complexity of the pedagogical practices effectively developed in the classroom.

As this is a documentary research, developed from the analysis of institutional documents and pedagogical materials, the study falls within the provisions of art. 1, item VI, of CNS Resolution no. 510/2016, and submission to the Research Ethics Committee is waived.

3. Results and Discussion

The documentary analysis carried out showed a consistent articulation between continuing education, the prescribed curriculum, and planned teaching practice, indicating that the DiVerso em Prosa Program acts as a mediating element in the incorporation of anti-racist education principles into daily school life. The analyzed data allowed us to understand that in-service training, when intentionally structured, continuously, and aligned with curricular guidelines, has effective potential to impact pedagogical planning and, consequently, educational practices.

1 – DiVerso em Prosa – Continuing education in service

The DiVerso em Prosa Program, developed by a private network of schools in the State of São Paulo, is configured as a proposal for in-service continuing education aimed at promoting diversity, inclusion, and citizen education. Initially established within the scope of the Curriculum Supervision and expanded, starting in 2024, in partnership with the School Health and Inclusion Supervision, the program articulates pedagogical, social, and cultural dimensions, with an emphasis on the construction of critical and anti-racist educational practices.

The understanding of the program’s formative scope is based on concepts such as structural racism (Almeida, 2019), which explains racial inequalities rooted in social structures and reproduced in schools; decolonial pedagogy (Oliveira; Candau, 2010; Mignolo, 2005), which problematizes Eurocentric narratives and values marginalized knowledge; and citizen education (Libâneo, 2015), which forms critical subjects capable of intervening in social reality and confronting inequalities.

The DiVerso em Prosa program takes place in-service, during the working hours of education professionals, characterizing itself as institutional training. The training actions are carried out both in person, at the school units, and through digital materials, such as leaflets, guiding texts, and content sent by email, in addition to training meetings and discussion groups. This organization aligns with the perspective of Libâneo (2015), who advocates for in-service training articulated with the school routine, favoring reflective processes on pedagogical practice.

The development and execution of actions are carried out by technical teams within the network, involving supervisors, trainers, and specialists, which indicates that the training is a continuous institutional policy, not a single course, thus expanding its potential impact on the curriculum and pedagogical practice. Institutional certification may be granted according to the network’s participation and criteria, without direct financial benefits, as the training is integrated into the educators’ professional responsibilities.

The analysis of the document “Activity Roadmap – DiVerso em Prosa: Diversity and the Social Commitment of Education”, produced in 2024, highlights the centrality of the theme “race, education, and society”. The material adopts a critical and intersectional perspective, based on authors such as Patricia Hill Collins, Kimberlé Crenshaw, Carla Akotirene, Bell Hooks, Judith Butler, and Paulo Freire, treating race as a structuring axis of social and educational relations, marked by legacies of colonialism, structural racism, and epistemicide (Quijano, 2005; Mignolo, 2005).

On the first day of the training, the analysis of Angélica Dass’s artistic project Humanae uses art to problematize racial categories, tensioning the naturalization of race as a biological fact and approaching the understanding of race as a social construct. The use of statistical data and historical discussions on the formation of Brazilian society explicates the presence of the concept of structural racism, shifting the understanding of racism from an individual dimension to a structural one.

On the second day, the discussion deepens through intersectionality, articulating race, gender, and class in understanding social inequalities (Candau; Oliveira, 2010). The comparative analysis between classical works of art and reinterpretations by Black artists highlights historical processes of invisibilization, expanding the teaching repertoire and problematizing hegemonic representations in the school curriculum. This movement dialogues with decolonial pedagogy, questioning Eurocentric narratives and valuing other epistemologies (Almeida, 2019).

On the third day, the training shifts from theoretical reflection to pedagogical practice, proposing the valorization of student productions and the development of actions in school units, seeking to directly impact teacher planning. According to Libâneo (2015), training is effective when it produces changes in practice, which, in the analyzed case, is manifested in the explicit guidance for the incorporation of discussed themes into daily school life. From a methodological point of view, the script adopts a dialogical approach, with conversation circles, image analysis, text reading, and collective production of reflections, in line with the Freirean perspective (Freire, 1996).

Pedagogical management plays a central role in the implementation of DiVerso em Prosa, requiring intentionality, organization, and systematic monitoring. The pedagogical coordinator is responsible for planning training moments that include welcoming, theoretical problematization, collective activities, and systematization of learning, ensuring teacher engagement and transposition into practice.

2 – Articulation between the Diverse in Prose, the Curricular Framework and the chapter “The paths of citizenship”

The documentary analysis of the DiVerso em Prosa Program’s Activity Roadmap shows strong theoretical-methodological convergence with the principles of the network’s Curricular Framework and with the educational objectives of Chapter 1 of the History book “The paths of citizenship”, especially in the approach to ethnic-racial relations, diversity, and education for critical citizenship. This convergence is evident in the concrete proposals of the documents, which mobilize similar concepts, activities, and methodological strategies, indicating an intentional articulation between teacher training, curriculum, and didactic material.

The Curricular Framework understands the curriculum as a historical and collective construction, guided by integral formation and the valorization of cultural, social, and ethnic-racial differences (Candau, 2008). It establishes the promotion of equity and respect for diversity as principles of pedagogical practice, observable in skills that guide the recognition of historical erasures and social inequalities (EF.05.HIS.7.53 and EF.05.HIS.6.56). This perspective of a curriculum committed to problematizing power relations finds direct correspondence in DiVerso em Prosa, which assumes racial diversity as a structuring axis of teacher training and educational action, explicitly addressing structural racism, whiteness, and racial inequalities.

The Curricular Framework, available in the institutional digital environment, is organized into five axes: educational foundations and principles, curricular organization, competencies and skills, methodological guidelines, and learning assessment. This structure reinforces the need for continuous training for its effective implementation. In the field of History, the Framework guides the development of competencies and skills aimed at understanding citizenship as a historical construction, marked by disputes and exclusions, aligning with the proposals of DiVerso em Prosa for reflection on structural racism, whiteness, intersectionality, and symbolic violence (Munanga, 2005).

The teaching material adopted by the network, of an institutional nature, is developed in accordance with the curricular framework and the National Common Curricular Base (BNCC), favoring the alignment between curriculum and material. Organized into notebooks or booklets with thematic units, texts, activities, and project proposals, it includes guidelines for the teacher, contributing to the planning and standardization of teaching actions. Its methodological approach is oriented towards the development of competencies, with an emphasis on reading, interpretation, problem-solving, written production, and critical thinking, articulating directly with the curricular framework. The implementation of this proposal, however, depends on the teacher’s action, reinforcing the role of DiVerso em Prosa in qualifying this practice.

Chapter 1 of the 5th-grade History textbook, “The Paths of Citizenship,” proposes the construction of the concept of citizenship from multiple historical experiences, highlighting the variation in the criteria for participation and exclusion over time. By articulating citizenship with religious tolerance, equality, diversity, respect for differences, and human rights, the didactic material explicitly states that full citizenship is related to confronting racial and social inequalities, the basis of a decolonial pedagogy (Mignolo, 2005). This approach converges with DiVerso em Prosa, which emphasizes the need to understand the social markers of difference, especially race, as conditioning factors for access to rights and social belonging.

DiVerso em Prosa contributes to the implementation of the chapter’s didactic guidelines by encouraging pedagogical practices based on dialogue, listening, and valuing students’ experiences, through conversation circles, image reading, and analysis of student productions. This methodological convergence indicates coherence between training, curriculum, and didactic material. Continuing education acts as a mediating device between the prescribed curriculum (Curricular Framework and didactic material) and the curriculum in action (teaching planning and practice), seeking to ensure that the principles of respect for ethnic-racial diversity and the fight against racism are effectively incorporated into pedagogical planning.

3 – Continuing education, prescribed curriculum and planned teaching practice

The Teaching Work Plan (PTD) constitutes a systematic instrument of pedagogical planning, with monthly delivery and validation by the management team. This systematic and institutionalized character reinforces its organizational and formative function, serving as a space for the materialization of curricular guidelines and continuing education learning.

The analysis of the PTD, developed by a pedagogue with ten years of experience after participating in the DiVerso em Prosa Program, reveals a consistent didactic transposition of the principles discussed in the training to the curriculum in action. The theoretical assumptions related to diversity, citizenship, and ethnic-racial relations, present in the Curricular Framework and in Chapter 1 of the History book, are intentionally and articulately incorporated into the pedagogical planning. This incorporation evidences the impact of continuing education on teaching practice, with the concepts being reprocessed and applied in planning.

The document follows the backward design methodology (Wiggins and McTighe, 2019), organized into three stages: desired results, evidence for assessment, and plan for learning. In Stage 1 (Desired results), the planning demonstrates a conception of citizenship aligned with the didactic material and the curricular framework, understanding it as a collective historical construction, marked by social struggles and exclusions. This understanding dialogues with the chapter “The paths of citizenship,” which problematizes universal citizenship and explicates the historical processes of exclusion of social groups, especially Black, Indigenous, and working-class populations. By stating that “many groups were excluded from citizenship” and that respect for differences strengthens human rights, the planning reveals the incorporation of a critical reading of history (Candau; Oliveira, 2010), deepened in the formation of DiVerso em Prosa.

In Stage 2 (Evidence for evaluation), the valorization of formative and emancipatory evaluative instruments is observed, such as debates, conversation circles, reflective textual productions, and image analysis. These instruments overcome merely content-based evaluative practices, favoring the development of argumentative, empathetic, and critical skills, aligning with the discussions of DiVerso em Prosa on evaluation, curriculum, and ethical commitment to diversity.

In Stage 3 (Learning Plan), the planning integrates socioemotional skills (empathy, social awareness, respect, ethics, and responsible decision-making) with the principles of the Curricular Framework and the approach of the History chapter. The proposed activities highlight the application of continuing education content, such as the chapter introduction through a discussion circle on social coexistence, religious tolerance, and collective care, based on the analysis of a graffiti by Eduardo Kobra. The explicit inclusion of the theme of prejudice against African matrix religions is noteworthy, through guided research and audiovisual material, contextualizing religious racism in Brazil. This didactic choice represents an advance in the traditional treatment of the citizenship theme, incorporating discussions on structural racism and religious intolerance.

The approach to the rights of children and adolescents, the study of the Statute of the Child and Adolescent (ECA), the discussion on child labor, racial inequality in income distribution, and the analysis of the difference between the incomes of white and black people reveal a critical expansion of the textbook’s content. The planning demonstrates that the teacher is not limited to reproducing the material but re-signifies it in light of discussions on race, education, and society, as encouraged by the training program. The culmination of the chapter with a proposal for active citizenship exercise, involving research on real problems, development of intervention proposals, and simulation of political participation, materializes the articulation between curriculum, continuing education, and teaching practice, evidencing the transposition of training into practice.

Documentary cross-referencing confirms that post-graduation teaching planning consistently incorporates the principles of the Curricular Framework, critically deepens the proposals of the History didactic material, and materializes the objectives of the continuous training of the DiVerso em Prosa Program. This articulation confirms the effectiveness of in-service training as a strategy for promoting citizen education (Freire, 1996) and anti-racist education in Elementary School. From a management perspective, the monitoring of the PTD constitutes one of the main instruments for ensuring the implementation of the curriculum in action. The pedagogical coordinator plays a fundamental role in analyzing the planning, using criteria and instruments that allow for the identification of elements such as pedagogical intentionality, alignment with curricular skills, and incorporation of themes discussed in continuous training. This monitoring also involves classroom observation and the provision of individual formative feedback, contributing to the improvement of pedagogical practices and the consolidation of proposals aligned with anti-racist education.

4 – Synthesis of findings

The documentary analysis carried out showed a consistent articulation between continuing education, prescribed curriculum, and planned teaching practice, indicating that the DiVerso em Prosa Program acts as a mediating element in the incorporation of principles of anti-racist education into daily school life. The analyzed data allow us to understand that in-service training, when intentionally structured, continuously, and aligned with curricular guidelines, has effective potential to impact pedagogical planning and, consequently, educational practices.

Within the scope of continuing education, DiVerso em Prosa is presented as an institutional proposal that goes beyond punctual or superficial approaches to diversity, assuming a critical, intersectional perspective committed to confronting structural racism. The centrality of the racial theme in the training material, combined with the use of consistent theoretical references and the proposition of dialogical methodologies, favors the problematization of pedagogical practices and the redefinition of the school’s role in promoting equity and social justice.

This perspective finds direct correspondence in the network’s curricular framework, which conceives the curriculum as a historical construction oriented towards the integral formation of individuals, incorporating the valorization of differences and the recognition of social inequalities as constitutive elements of the educational process. The curriculum structure based on competencies and skills, as well as the methodological and evaluative guidelines, creates conditions for themes such as ethno-racial relations to be addressed systematically and intentionally.

Regarding the teaching material, coherence with the curricular principles is observed by proposing approaches that articulate citizenship, diversity, and human rights. The analyzed chapter highlights a conception of historical, plural citizenship marked by disputes and exclusions, enabling the problematization of social and racial inequalities.

The analysis of the Teaching Work Plan allows for the identification of the materialization of these principles in the curriculum in action. It is observed that the planning intentionally incorporates the assumptions discussed in continuing education, evidencing the didactic transposition of themes related to diversity, citizenship, and ethnic-racial relations. The adoption of backward design, the valuation of formative assessment practices, and the inclusion of activities that mobilize critical reflection, empathy, and social participation indicate an effective alignment between training, curriculum, and practice.

It should also be highlighted that the professor did not limit herself to reproducing the didactic material, but expanded and reframed it based on the discussions promoted in the training, incorporating themes such as religious racism, racial inequality, and student protagonism. This movement highlights the active role of the teacher in the construction of the curriculum in action, as well as the importance of continuing education as a space for critical and reflective professional development.

In summary, the findings of this research indicate that the articulation between in-service continuing education, curricular framework, and didactic material can favor the consolidation of pedagogical practices committed to anti-racist and citizen education. Such elements reinforce the understanding that the implementation of an education committed to social justice depends not only on guiding documents but also on continuous, critical, and contextualized training processes.

4. Conclusion

This study sought to analyze how in-service continuing education contributed to the strengthening of citizen and anti-racist pedagogical practices, through the dialogue between curriculum, teaching materials, and teacher planning, in light of structural racism and decolonial pedagogy. It was verified that continuing education, exemplified by the DiVerso em Prosa Program, acted as an institutional and continuous device, mediating the incorporation of anti-racist principles into daily school life. It was observed that this training favored critical reflection and the re-signification of pedagogical practice, resulting in the intentional inclusion of themes of diversity, social justice, and racial inequalities in teacher planning. A notable coherence was identified between the curricular framework, the teaching material, and the Teacher Work Plan, demonstrating that the teacher did not limit herself to reproducing content, but critically re-signified it, expanding the approach to citizenship to include discussions on religious racism and racial inequality. This articulation demonstrates the capacity of in-service training to promote an education committed to equity and social justice.

However, it is important to recognize the limitations of this study, which focused on the documentary analysis of a specific excerpt, involving a delimited set of materials and a single case of teaching planning. This qualitative approach prevents the generalization of results to other educational contexts and did not encompass the full complexity of pedagogical practices effectively developed in the classroom. It is suggested that future research expand the investigative scope, including other areas of knowledge, different teaching stages, and multiple school units, in order to deepen the understanding of the relationship between continuing education and pedagogical practices. It is also recommended to investigate the impacts of these practices on student learning, especially regarding the development of attitudes, values, and competencies related to anti-racist education and citizenship. The effectiveness of continuing education, therefore, is intrinsically linked to the intentional and mediating action of pedagogical management, which proves crucial for the consolidation of continuous, critical, and contextualized training processes capable of transforming the school routine.

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Article originating from the Final Course Work of the Specialization in School Management of the MBA USP/Esalq

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