Ethnic-racial diversity and pedagogical practices at school

Abstract

This article is an excerpt from our dissertation study and aims to discuss ethnic-racial issues in schools, aiming to understand how racism manifests itself within schools today and how educational practices can be implemented to combat discriminatory actions, seeking to formulate pedagogical strategies for re-educating ethnic-racial relations in elementary school. In this context, we analyze the laws and guidelines that govern educational foundations to understand how racist concepts still permeate schools today and interfere with a healthy environment. For favorable educational practices in this environment, ongoing teacher training is essential to better guide students in the pursuit of building new ethnic-racial relations based on respect, recognition, and appreciation of diversity. Brazil, as a multicultural country, presents a rich plurality of cultures, peoples, and ethnicities that must be recognized and valued in the educational context. The study was conducted through bibliographic research as a methodological procedure, drawing on key authors such as Munanga (2005), Gomes (2013), Arroyo (2014), and Veiga (2008), among others, to reflect on an education with equity. This study is expected to raise awareness and foster ongoing debate about exclusionary and anti-racist practices in schools and society at large.