EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA COMO ESPAÇO DE TRANSGRESSÃO: CAMINHOS PARA UMA FORMAÇÃO ANTIRRACISTA

Abstract

Brazilian society has been historically shaped by racial inequalities that persist despite the resistance and struggle of the Black population. In this context, this dissertation investigates how Professional and Technological Education (PTE), through the teaching of History, can contribute to an antiracist education at the Federal Institute of Goiás (IFG), Uruaçu Campus. This is a federal institution of Basic, Technical, and Technological Education (EBTT), located in the northern region of the state of Goiás, which offers integrated technical courses, undergraduate and graduate programs, and continuing education. Grounded in the Epistemologies of the South and Critical Pedagogy, this research analyzes the implementation of Law 10.639/03 and its implications for citizenship education and emancipation. The qualitative methodology combines multiple approaches: (i) a theoretical review of authors such as Paulo Freire, bell hooks, and Nilma Lino Gomes; (ii) a Systematic Literature Review (PRISMA 2020), registered on the PROSPERO platform (registration number CRD42024523395), focusing on the application of Law 10.639/03; (iii) a case study at the IFG – Uruaçu Campus, including document analysis, interviews, participant observation, and questionnaires; (iv) a pedagogical intervention through the workshop Demystifying Candomblé. The results reveal significant advances in pedagogical practices and in students’ perceptions of cultural and racial diversity. However, they also highlight substantial institutional resistances, such as weaknesses in teacher training and challenges in curricular mainstreaming. The study underscores the need for robust institutional policies to effectively integrate antiracist education into the PTE curriculum and suggests future directions, such as deepening analyses of intersectionality, investing in continued teacher education, and exploring new methodologies to confront racism in educational contexts.