A formação docente no programa Diadema de Dandara e Piatã: contribuições para uma educação antirracista

Abstract

This dissertation focuses on the teacher training process of male and female teachers designated to work in the Diadema de Dandara e Piatã Program within the municipal network of Diadema (SP), from 2022 to 2024. Stemming from this object of study, some concerns emerged that motivated and guided the development of this research: “How has the formative process contributed to the anti-racist awareness of the teachers designated for the Diadema de Dandara e Piatã Program?”. Based on this question, the general objective was to investigate the continuing education process of the Diadema de Dandara e Piatã Program, seeking to understand how it expands awareness about structural racism and the need for anti-racist praxis among the teachers involved. The specific objectives of the research included: (1) Describing and analyzing this training process; (2) Verifying whether the way this formative process develops favors or not the awareness of structural racism; and (3) Contributing to reflections on teacher training and education for ethnic-racial relations. The initial hypothesis is that the way the training is carried out has contributed to a growing understanding of structural racism and provided opportunities for the development of an education for ethnic-racial diversity, thereby contributing to the combat against racism. Methodologically, the empirical data collection was developed using a qualitative approach, employing the focus group data collection technique. The research universe was defined as the Dandara and Piatã Program itself, from 2022 to 2024, within the Education Department of the municipality of Diadema. The research subjects are the teachers assigned to the Dandara and Piatã Program from 2022 to 2024, as well as the training team responsible for this group during the same period. The research is developed from theoretical frameworks related to the field of emancipatory education and contemporary ethnic-racial discussions, including the works of Paulo Freire, bell hooks, Silvio Almeida, Dennis de Oliveira, Bas’ilele Malomalo, and Mogobe B. Ramose. This study concluded that the training program implemented by the Diadema de Dandara and Piatã Program during the period in question – which includes ongoing and systematic training marked by the encouragement of collaborative practices and teacher leadership – has substantially promoted the construction of anti-racist practices in the school environment, despite the enormous challenges that impact the school, this educational unit organically linked to a structurally racist Brazilian society.