Initial Teacher Training: between the Curriculum and Practice in the Construction of an Anti-Racist Education in Brazil

Denise Maria Santos Cardoso Zobl; João Paulo Staconi

DOI: 10.22167/2675-6528-202602822

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 E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute for textual synthesis and organization.

Abstract

Brazilian legislation has intensified the mandatory inclusion of Afro-Brazilian history and culture in educational institutions, aiming to consolidate the cultural identity of Afro-descendants, recognize their importance in the formation of national culture, and combat racism, actions essential to strengthen this awareness in the initial training of teachers. The research objective was to analyze documents from undergraduate Pedagogy courses, specifically the curriculum and syllabus, to verify if higher education institutions promoted consistent teacher training, in accordance with the guidelines for anti-racist education. A qualitative research was conducted, analyzing curricular matrices and syllabi from undergraduate courses at public and private institutions located in the state of São Paulo. The results pointed to a scenario of significant convergences and divergences among institutions, evidencing a lack of clarity in the nomenclature of subjects, especially the absence of terms related to Africanities. The need for continuing education was observed to guarantee and expand anti-racist work. It was concluded that the inclusion of the Afro-descendant theme in teacher training still fluctuates, creating space for school administrators to promote continuing education actions.

Keywords: Afro-descendant; Anti-racist education; Initial training.

1. Introduction

Brazilian legislation has intensified the mandatory inclusion of work on Afro-Brazilian history and culture in educational institutions. Law No. 10.639/03 (Brazil, 2003) established the inclusion of this theme in the official curriculum for elementary and secondary education, aiming to consolidate the cultural identity of Afro-descendants, recognize their importance in the formation of Brazilian culture, and combat racism. This mandatory inclusion was regulated by Opinion CNE/CP 003/2004 and Resolution CNE/CP 001/2004 (Brazil, 2004), with the purpose of making education effectively plural and overcoming the idea of racial democracy.

The relevance of this theme is corroborated by demographic and social data. The 2022 demographic census, conducted by the Brazilian Institute of Geography and Statistics, indicates that 110 million Brazilians declare themselves Black (Black and Brown), representing 55.4% of the country’s total population, an increase of 4.7% compared to 2010 (MIR, 2024). However, despite legislative advances and the increase in the Black population, the Ministry of Human Rights and Citizenship (MDHC, 2024) recorded more than 5.2 thousand violations related to racism and racial slur in 2024, many of them in educational environments.

These numbers highlight a significant challenge in the effectiveness of the norm: the transposition of theory into pedagogical practice. Recent research, such as that by Instituto Alana and Geledés (2023), reveals that the implementation of the law is inconsistent in most municipalities, indicating that the transformative potential of the legislation is not fully utilized in classrooms. The persistence of scenes of prejudice in Brazilian educational spaces, which should be environments for critical formation and deconstruction of stereotypes (Cavalcanti, 2024), cannot be seen as a deviation of conduct. Racism, according to Silvio Almeida (2019), is not an accident, but a structure that organizes social relations in Brazil, including in schools, tending to reproduce inequalities and neglect diversity in the curriculum.

In this multicultural context, the school plays a social and political role of great relevance, and must be an active agent in the pursuit of social equity. Candau and Moreira (2008) highlight that there is no school that does not reflect the historical moment of humanity, which makes the search for training adequate to social urgencies a guide for educational policies. The construction of the university curriculum, in turn, is not a neutral act of technical organization of knowledge, but an intentional decision with political and social implications. Michael Apple (2006) points out that the selection of school knowledge reflects power structures, legitimizing certain worldviews over others.

For schools to play their anti-racist role, it is fundamental that initial teacher training addresses the ethnic-racial issue in depth, not superficially or optionally (Cavalcanti, 2024). The absence of consistent training can compromise the school’s ability to be a democratic and welcoming environment, where acts of change and inclusion can occur. The central question, therefore, lies in verifying whether there is space in initial teacher training to develop critical knowledge and anti-racist practices.

Given the persistence of racism in the school environment and the need to train teachers to promote non-discriminatory practices (Candau and Moreira, 2008), this study is justified by the urgency to identify curricular gaps in initial teacher training. The lack of specific subjects compromises the critical preparation of teachers and the effective implementation of Law nº 10.639/03 (Brito, Gusmão e Silva, 2024), potentially leading to the creation of a null curriculum (Silva, 2007) and the reproduction of discrimination. Thus, this study aims to verify whether initial pedagogy training includes subjects focused on the valorization of Afro-descendant culture.

2. Material and Methods

To achieve the objective of verifying whether initial teacher training in pedagogy includes subjects focused on the valorization of Afro-descendant culture, a qualitative and descriptive research was chosen. This methodological approach, based on the studies by Lüdke and André (1986), was considered the most appropriate for exploring the context under analysis, allowing for the interpretation of the meanings present in the curricular documents without the need for direct empirical observation.

The empirical object of the study consisted of the documentary analysis of curricular matrices and syllabi of Pedagogy undergraduate courses. Three higher education institutions located in the state of São Paulo were selected, two of which were federal public universities and one private university of a philanthropic/confessional nature. The specific institutions were the Universidade Estadual Paulista (UNESP), the Universidade Estadual de Campinas (UNICAMP), and the Pontifícia Universidade Católica de Campinas (PUC Campinas).

The selection of these universities was based on criteria of academic relevance and the representation of different administrative natures. Additionally, transparency in the disclosure of documents for public consultation on the respective institutional websites was considered. The choice of institutions from the same state provided a precise scope for the analysis of initial teacher training in the region.

Data collection procedures were carried out by exploring the public digital archives of the selected universities. A thorough reading of the current curricular matrices and course syllabi was performed. The collection was conducted between November 2025 and March 2026, a period when the most recent and published versions of the documents were available on the institutional portals.

The analyzed materials included the curricular grids, which describe the course structure, workload, and extension activities, and the course syllabi, which reveal the central thematic focus and the main objectives of each curricular component. These documents were considered relevant for identifying the presence or absence of disciplines dedicated to Afro-Brazilian history and culture, according to Law nº 10.639/03 (Brazil, 2003), and for verifying the insertion of these themes in other disciplines.

The analysis of the curricular matrices sought to identify the organization and orientation of the teaching-learning process, as well as the progressive development of skills and knowledge aligned with educational guidelines. The presence of terms related to ethnic-racial relations, anti-racism, or Law No. 10.639/03 (Brazil, 2003) in the course titles was investigated to characterize the curricular structure.

In parallel, the course syllabi were examined to understand the thematic focus and objectives of the curricular components. This stage aimed to track the space granted to the investigated theme within the academic architecture of the courses, identifying units of meaning and keywords that could indicate the approach to Afro-descendant culture.

The data analysis technique employed was qualitative content analysis, following the inductive logic proposed by Lüdke and André (1986). This approach allowed for the identification and categorization of content based on units of meaning and keywords aligned with the study’s objectives, with the possibility of creating emergent analysis categories, if necessary, during the process.

To direct the data collection, a search was conducted for keywords that explicitly stated the theme or could be approximately related to it. Explicit keywords included “Africa”, “culture”, “Afro-Brazilian”, “slavery”, “Black people”, “racial”, “ethno-racial”, “racism”, and “African women”. Approximate keywords covered “Education”, “anthropology”, “sociology”, “ethics”, “diversity”, “differences”, “representation”, “rights”, “sociocultural”, “interpersonal”, “conflict”, “moral”, “inequality”, “alterity”, “justice”, “multicultural”, “sociodiversity”, “multiculturalism”, and “bullying”.

After identifying the keywords, the contents were analyzed for the levels of occurrence and intensity of the approach. The occurrence levels were classified as “Absence” (theme does not appear), “Occasional mention” (appears only once or peripherally), “Recurrent mention” (appears in different passages, but is not dominant), and “Dominant presence” (central and systematic theme). The intensity of the approach was categorized as “Superficial” (cited without detail), “Moderate” (explained or exemplified, but not the main focus), and “Profound” (explored with argumentation, data, or critical analysis).

The collected and analyzed data were organized to highlight the presence of the theme of Afro-descendant history and culture in the initial training of the researched universities. This organization allowed for the identification of recurring patterns and themes, as well as the frequency with which they appeared in the curricula and syllabi, providing a basis for understanding the space dedicated to the development of critical knowledge and anti-racist practices in teacher training.

3. Results and Discussion

The analysis of curriculum documents from Pedagogy undergraduate courses revealed a complex and multifaceted scenario regarding the inclusion of Afro-Brazilian history and culture in the initial teacher training. In general, a fragmentation in the approach to this theme was observed, suggesting a neglect of racism as a central axis in teacher education. This panorama indicates the persistence of a curriculum with a strong Eurocentric influence, which favors Western knowledge over African and Afro-Brazilian knowledge, compromising the preparation of future educators for anti-racist education, in accordance with the guidelines of Law nº 10.639/03 (Brazil, 2003).

Upon examining the curricular grids of the selected universities, it was identified that São Paulo State University (UNESP) does not offer courses with titles that explicitly refer to Afro-Brazilian history and culture. Although the theme is addressed transversally and punctually in components such as ‘Foundations of inclusive education’ and ‘Brazilian educational policy II’, this indirect approach may result in a dilution of content, limiting the depth and impact on the training of future teachers. The absence of a dedicated course specifically on the topic suggests that the visibility and centrality of the ethnic-racial issue are not yet fully institutionalized in UNESP’s curriculum.

In contrast, the State University of Campinas (UNICAMP) demonstrated a more consistent and in-depth integration of the theme. Its curriculum includes two courses with direct and explicit reference to Afro-Brazilian history and culture: “Research Seminar in African History” and “Afro-Brazilian and African Histories and Cultures.” This approach by UNICAMP, with recurrent and varied mention of the theme across different disciplines and with significant depth, indicates a clearer effort to reserve a specific space for the construction of knowledge related to African and Afro-Brazilian culture, aligning with the need for comprehensive teacher training for anti-racist education.

The Pontifical Catholic University of Campinas (PUC-Campinas) also presents recurrent mention of the theme in its syllabi, with an intensity ranging from moderate to profound, although on a smaller scale compared to UNICAMP. At PUC-Campinas, the theme frequently shares space with discussions on Human Rights and Ethics, and is addressed in disciplines such as “Diversities, inequalities and education” and “Human rights education: history, culture and environment”. This integration, although relevant, may lead to the specific focus on Afro-Brazilian culture being contextualized within broader frameworks, without the same disciplinary autonomy observed at UNICAMP.

A critical observation that emerged from the analysis was the lack of clarity in the nomenclature of the disciplines across all institutions. Even those that approach the theme in their titles often do not use terms explicitly related to Africa, African culture, or the appreciation of African culture. This imprecision in the discipline titles suggests a fragility in the methodological rigor with which the topic is treated, which can compromise the visibility and importance attributed to the subject within the formative process of future teachers. The absence of specific terms in the discipline titles suggests a fragility in the methodological rigor with which the topic is taken into consideration.

The lack of curricular transparency, evidenced by the absence of explicit names for subjects related to the Afro-descendant theme, can lead to a risk of reducing anti-racist work to individual and isolated initiatives. As pointed out by Silva (2007), the lack of curricular clarity creates a loophole for what he calls “null curriculum”, where essential content is forgotten or neglected. This situation compromises the critical preparation of teachers and hinders the effective implementation of Law nº 10.639/03 (Brito, Gusmão e Silva, 2024), perpetuating inequalities and suffering in the school environment.

The dominance of disciplines focused on Western culture, in contrast to the low visibility of mandatory curricular components on Africanidades, reflects a dominance of curricular Eurocentrism. This political, economic, and social influence of Europe over other geopolitical areas, according to Silva (2007), is not neutral, and reinforces the silencing of perspectives divergent from white ones, exclusively validating European cultures. Resistance to this structure is perceived in the limited use of terms such as ‘anti-racism’ and ‘Africa’ in the main curricula, keeping the theme in peripheral areas or as a complement to other disciplines.

This peripheralization of anti-racist knowledge is not a planning accident, but rather the maintenance of a structure that historically validates cultural repertoires aligned with power groups, according to Michael Apple’s (2006) analysis of the selection of “official knowledge” as an ideological mechanism for preserving hegemony. The university, as a space for knowledge production, has the responsibility to give relevance to the anti-racist theme, moving it from the periphery of knowledge to an inalienable and central foundation, ensuring that future teachers possess the necessary knowledge for the practice of democratic and plural education.

The explicit inclusion of curricular components that address the history of Africa and Afro-Brazilian culture is not a mere formality, but a crucial step to strengthen already established laws and opinions, such as Law nº 10.639/03 (Brazil, 2003) and Opinion CNE/CP nº 003/2004 (Brazil, 2004). The university must situate and reflect on racism and discrimination not as extra or parallel content, but as a structuring axis of learning, demonstrating the centrality and recognition that the subject demands for effective social change.

For anti-racist education to be effectively implemented, it is fundamental that pedagogy programs institutionalize the issues involving racism with the necessary seriousness, making it a non-negotiable subject in the pursuit of social equity. This requires overcoming bureaucracy in the implementation of legal guidelines, ensuring that future teachers, in addition to knowing the legislation, possess the knowledge and practical tools to apply it in the classroom, building a truly democratic and pluralistic education.

Intervention at the root of the problem requires a systematic review of the curricular matrices of undergraduate courses, which should occur as a movement that precedes or develops in parallel with continuing education in educational networks. Although continuing education is essential, its effectiveness is enhanced when it acts as an in-depth study and not as a remedy for an original silencing in initial training. The updating of university curricula, therefore, is the indispensable basis for school management actions not to be isolated, but rather the unfolding of a teaching praxis already committed to racial equity.

In this context, the school manager plays a crucial role in promoting the continuous training of the teaching staff. This can include organizing events for critical analysis of books and teaching resources, evaluating whether they reinforce stereotypes or promote Black protagonism. It is also important to transform legal guidelines into practical knowledge, through directed studies on the opinion that establishes the National Curriculum Guidelines for Education on Ethnic-Racial Relations, deepening the understanding and application of legislation.

Additionally, promoting dialogues with researchers, leaders of black movements, and local artists can enrich the training of teachers, offering diverse perspectives and practical experiences. The rereading and revision of Political-Pedagogical Projects (PPPs) are also important strategies for institutionalizing the anti-racist theme in the fixed curriculum, ensuring that it is not only addressed in commemorative events. The law, by itself, does not transform reality without effective curricular practice, and racism, as a complex phenomenon, requires continuous and multifaceted approaches for its deconstruction.

This research, although limited to a sample of higher education institutions in the state of São Paulo, offers important reflections on the need to broaden discussions regarding interdisciplinarity in higher education. It is fundamental to investigate how the anti-racist theme and the study of Africanidades can be articulated transversally across different areas of knowledge, overcoming the disciplinary fragmentation observed in curricular matrices. More comprehensive studies are needed to consolidate a movement of change in higher education, ensuring that curricular guidelines translate into institutionalized, uniform, ethical pedagogical practices committed to racial and social equity.

In summary, the results show that the inclusion of Afro-descendant themes in the initial training of teachers is still inconsistent and often superficial, marked by a lack of clarity in the nomenclature of disciplines and a peripheral treatment of the subject. This reality reflects a Eurocentric curriculum that neglects Brazilian diversity, compromising the preparation of teachers for anti-racist education. Overcoming these challenges requires a systematic curricular review, the promotion of continuing education, and continuous academic and institutional dialogue, aiming to make anti-racist education a central pillar in teacher training and in the construction of a more just and plural society.

4. Conclusion

The analysis of curricular documents from Pedagogy degree programs, conducted to verify teacher preparation for anti-racist education, revealed a fragmented landscape in the approach to Afro-Brazilian history and culture. It was found that the inclusion of this theme in the initial training of teachers is still inconsistent and, in many cases, superficial. It was observed that, although some institutions like UNICAMP offer explicit and significantly in-depth courses, others, like UNESP, address the topic transversally and sporadically. A notable lack of clarity in the nomenclature of courses across all analyzed institutions was identified, with the absence of terms directly related to Africanidades in the titles. This scenario suggests the persistence of a curriculum with a strong Eurocentric influence, which tends to neglect racism as a central axis of training and to marginalize anti-racist knowledge, exposing the risk of a “null curriculum” and that anti-racist work may be reduced to individual and non-institutionalized initiatives.

The main contribution of this study lies in the explicit identification of curricular gaps in the initial teacher training, providing subsidies for higher education institutions and school managers to promote a more equitable education committed to diversity. The research points to the need for a systematic review of curricular matrices, which institutionalizes the anti-racist theme as a central pillar, and for the promotion of continuing education that deepens teaching knowledge and practices. However, this investigation has the limitation of having analyzed documents from a small sample of higher education institutions, all located in the state of São Paulo. For future studies, it is suggested to conduct more comprehensive research that consolidates a movement of change in higher education and explores the interdisciplinary articulation of the anti-racist theme and Africanidades among the diverse areas of knowledge, overcoming the observed disciplinary fragmentation.

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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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