Teacher education from an anti-racist education perspective as a social practice

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.17.19366.039

Abstract

Aiming to discuss the processes of teacher education so that it is possible to develop an Anti-Racist Education, this paper uses bibliographical research, following the theoretical support of Candau and Lelis (1999), Deus (2020), Gomes (2010, 2017), Munanga (2020) e Pimenta (2007), among others. It is acknowledged that, in order to understand Anti-Racist Education, it is necessary to observe the Black Movement performance as a systematizer and propagator of knowledge arising from black people experiences. In order to this education fulfill its function of social practice, it is necessary to reflect on the teacher education process and on how theories and practices are related in training and are effective in educational practices. It is understood that this relationship needs to be within a dialogical unit as a characteristic observed in the very conformation of the Black Movement.

Keywords: Anti-racist Education. Teacher training. Social practice.

Author Biographies

  • Fausto Ricardo Silva Sousa, Federal University of Maranhão

    Mestrando pelo Programa de Pós-Graduação em Formação Docente em Práticas Educativas (PPGFOPRED) da Universidade Federal do Maranhão (UFMA). Professor da rede pública municipal de Educação de Açailândia, Maranhão. Membro do grupo de pesquisa Diálogos Interculturais e Práticas Educativas (DIPE).

  • Lizandra Sodré Sousa, Federal University of Maranhão

    Mestranda pelo Programa de Pós-Graduação em Formação Docente em Práticas Educativas (PPGFOPRED) da Universidade Federal do Maranhão (UFMA). Psicóloga do Serviço de Assistência Estudantil da UFMA. Membro do grupo de pesquisa Diálogos Interculturais e Práticas Educativas (DIPE).

  • Herli de Sousa Carvalho, Federal University of Maranhão

    Doutora em Educação pela Universidade Federal do Rio Grande do Norte (UFRN). Professora do Programa de Pós-Graduação em Formação Docente em Práticas Educativas (PPGFOPRED) da Universidade Federal do Maranhão (UFMA). Membro do grupo de pesquisa Diálogos Interculturais e Práticas Educativas (DIPE).

  • Francisca Morais da Silveira, Federal University of Maranhão

    Doutora em Psicologia pela Universidade Federal do Pará (UFPA). Professora do Programa de Pós-Graduação em Formação Docente em Práticas Educativas (PPGFOPRED) da Universidade Federal do Maranhão (UFMA).

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Published

2022-03-14

Issue

Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos

Section

Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas

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How to Cite

Teacher education from an anti-racist education perspective as a social practice. Práxis Educativa, [S. l.], v. 17, p. 1–16, 2022. DOI: 10.5212/PraxEduc.v.17.19366.039. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/19366. Acesso em: 9 may. 2026.