Year: 2025
Type: article
Abstract: This article aimed to analyze educational practices focused on racial equity in primary schools, based on theoretical frameworks and regulatory documents. The research focused on examining the pedagogical strategies implemented to address ethnic-racial inequalities, with an emphasis on the legal foundations, the methods employed, and the observed impacts on school relationships. The methodology adopted consisted of bibliographic research, conducted through the selection, reading, and systematization of academic texts and official documents published between 2020 and 2025, chosen based on criteria of timeliness, thematic relevance, and theoretical consistency. The data analyzed revealed that, although there is legal support for the inclusion of ethnic-racial themes in the curriculum, the implementation of these guidelines still faced obstacles, such as the lack of adequate teacher training, institutional resistance to racial debate, and the lack of contextualized teaching materials. At the same time, positive experiences were identified, in which the appreciation of Afro-Brazilian culture, community participation, and the use of active methodologies contributed to strengthening students' ethnic-racial identity and developing a more inclusive school environment. The conclusion was that implementing pedagogical practices aimed at overcoming racial inequalities requires coordination between institutional policy, critical teacher training, and a collective commitment to social transformation through education.
Source: REVISTA ERR01
Authors: José Guilherme de Oliveira Moyses, Adriana Martins Gama, Andréia de Souza Mendonça Costa, Jucilene Borges Gonzaga, Nilu Juliatti Dal Col
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4413417188