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Brazil is a structurally racist country, this means stating that the racism it is in diferente instiutions that make up society, including school. Thus, combating racism needs to be an education agenda, to achieve this, the field of Ethnic-Racial needs to be systematically presente in the degree courses, including Science and Biology. Considering this, this research aims to analyze the initial training of undergraduates in Biological Sciences at a state university in the south of Bahia for the debate on Ethnic-Racial Relations. Data were collected from dialogues with undergraduates in formative meetings, and the analysis was based on the Discursive Textual Analysis methodology. The results indicate that they feel they need more preparation to articulate the contents of their areas with Ethnic-Racial Relations, mainly because this approach is outside their initial formation. However, they are favorable once this discussion is made and find insertion possibilities. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Debates is the property of Revista Debates and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Soletras is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Quaestio Iuris (QI) is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article deals with the relationship between the use of Afro-Brazilian Literature at school as a resource for the development of racial literacy and Afro-literacy. Seeking to relate both concepts (racial literacy and afro-literacy) with practices related to the social use of language, it also proposes their relationship with an anti-racist education, as a way of valuing the Brazilian Afro-descendant identity and fighting prejudice and discrimination. [ABSTRACT FROM AUTHOR]

This article analyses the images of the black person in contents about America in 8th grade textbooks of two collections: Araribá Mais and Expedições Geográficas. The research was developed in two stages: i) a bibliographic review about the education to the ethnic-racial relations, the textbook and American black people; ii) content analysis of American black people images in the selected books, observing quantitatively and qualitatively the absences and presences of these people. The investigation made possible to identify that, although images of blackness are not uncommon, they maintain subaltern places for black people, make little reference to the blackness in America, do not portray the African diaspora and concentrate in contemporary representations of black people. The conclusion of the article highlights the need for a qualified maintenance of the PNLD (Textbook National Program) and its importance for an anti-racist education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tamoios is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tamoios is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this study was to investigate in the academic literature how much knowledge about Anti-Racist Education at school can contribute to the practice of the management team. The methodology chosen for the elaboration of the research was the literature review that aims to describe scientific theoretical knowledge through books, articles, dissertations and theses. To carry out this work, studies were chosen with acutout between the years 1970 and 2021. Knowledge about Anti- Racist Education can offer society the deconstruction of narratives that subjugates the black population, feeding structural racism in society. The management team responsible for coordinating the School’s Political Pedagogical Projects (PPPs), must be attentive to issues in the context of racial relations, since the school is a living environment that can contribute to the humanization of society. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Oríkì is one of the most widespread Yoruba-African literary genres in Brazil, especially the oríkì òrìṣà. However, as part of linguistic and epistemic racism, its potential is little explored in language courses, in schools and spaces of cultural promotion. Linguistic, literary, songwriting and translation studies have historically neglected oríkì as key poetic and musical compositions that translate ancestral philosophy and onto-epistemology. Our objective in this essay is to highlight the importance of the written word and orality in the construction of this literary body that weaves transatlantic memories. We focused the analysis on the Oríkì work by the multi-artist Iara Rennó and, from it, we promoted a discussion about the oríkì genre in Brazil, characterizing it as sung Yoruba oral poetry. Discussions are made based on the concepts of "oralitura" and ancestrality. Throughout the text, notes are made on how the oríkì can contribute to help us think about the tensions between modernity and tradition, building decolonizing relations between university literary-song production (written) and that articulated in "candomble" communities (orality). We hope to contribute with examples of counter-hegemonic cosmologies that have helped us to forge a robust anti-racist education project in Brazil. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Odeere is the property of Edicoes UESB and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ECCOM: Educação, Cultura e Comunicação is the property of ECCOM: Educacao, Cultura e Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present article reports the extension experience "Stages of living: afro-brazilian culture and education for the ethnic-racial relations". It is an initiative of socio-interactive inspiration that aimed to subsidize anti-racist processes of anti-racist teacher education (initial and continuing), through living stages in communities of afro-brazilian tradition. To this end, we promoted a day of experience, so that the teachers could get to know a Candomblé yard in which were performed reading activities, as well as getting to know the working dynamics of an axé community. We observed that the contact with the receiving community enabled the review of prejudices, stereotypes and allowed the group to deepen reflections, aiming at anti-racist education and school participation in the fight against religious intolerance and the implementation of the Federal Laws 10.639/2003 and 11.645/2008. [ABSTRACT FROM AUTHOR]

Race relations in Brazil were built in the light of theories and ideologies that placed black people as inferior. In this sense, racism and its derivatives still permeate the bodey of Brazilian society so that the black population cannot ascend socially, even after the abolition of slavery. This study aims to analyze race relations regarding racism and anti-racism in higher education from a decolonial perspective. The research is configured in a qualitative approach, and the methodology used is materialized in bibliographic and documentary research. It was found that racism is still a reality present in the relationships that take place in the Brazilian scenario. However, there is a broader and more effective Anti-Racist education not only with regard to academic spaces, as well as other segments of society. [ABSTRACT FROM AUTHOR]

This article addresses the trajectory of a struggles and resistance of black women in Brazilian society from the perspective of implementing an anti-racist education in school and academy. It is a reflection on the existence of racism that is present in the school environment and in Brazilian society and indicates the urgent need to think about pedagogical practices to combat racist and discriminatory attitudes. To this end, we use our own trajectory in the black women´s movement and professional experiences as teachers and today students of the master and doctorate courses at PPGEdu/UPF. For the article to be prepared, a literature review as carried out visiting the laws that refer to the education of ethnic-racial relations, as well as authors who stand in struggle in defense of anti-racist education: Gomes (2008, 2011), Hooks (2017), Munanga (2006) e Silva (2004). In the construction, we sought interaction with some women portrayed in the Bible who showed their peers to need for life in freedom, being a reference for other women. At the time, they knew how to resist and act with courage and creativity in the face of threats to the lives of their people. The look is the past and also in the current references. The article is organized into four sections: the first part begins under the title Women´s struggles and resistance; the second part, entitled Struggles and resistances of women in the Bible; the third part, under the title Antiracist education: so close to arrive, but so far from seeing and in the fourth and last part presents An anti-racist biblical mystique: the path is made by walking. [ABSTRACT FROM AUTHOR]

Copyright of Pensares em Revista is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to discuss strategies for teacher training for teaching the history of Africa. For this we report the results of an extension course entitled Actions to promote the formation of teachers for the teaching of Afro-Brazilian history and culture in Basic Education and, to better meet our purpose, we prioritize analyzing the information collected in one of the meetings, which had as its theme the 'History of Africa and the black people in Brazil'. During the course of the training we made an effort to point out strategies that teachers can adopt to work with the History of Africa in the different school disciplines and We conclude that knowledge from African peoples is crucial to explain the multiple knowledge present in Brazil and to build an anti-racist education. [ABSTRACT FROM AUTHOR]

This article aims to discuss the encounters and tensions between Eurocentric education and antiracist education in the Brazilian educational context, in order to observe not only the scope of institutionalized racism, but also the practical and symbolic consequences of an educational action and discourse based on diverse processes of silencing and making racism itself invisible. [ABSTRACT FROM AUTHOR]

In March 2020, the World Health Organization (WHO) declared COVID-19, an infectious disease that spread throughout the world, as a pandemic, making containment guidelines necessary to reduce its transmission. The impact of these measures was felt at a general level, meaning an intensification of the political-economic crisis in much of the world, making social inequalities more visible, the result of issues of race, gender and class. At that moment, sources of information began to show the consequences of this, starting with the murder of George Floyd in the United States of America (USA), killed in May, by a white policeman, through suffocation, thus emerging a series of anti-racist protests and against police violence. In Brazil, these protests join so many other cases under debate, such as that of the boy João Pedro, 14, killed in a police operation in the Salgueiro complex (RJ). All of this sparks debates around racism, which has been put up so often, as a practice linked to a lack of information and education. Based on these statements, we ask: why do we need to think about anti-racism in the context of education in the pandemic and in the post-pandemic? in addition, we seek to reflect from a methodological basis of literature review on racism and education in the intrinsic links with various facets of daily life and the needs of anti-racism as a tool to tackle inequalities. [ABSTRACT FROM AUTHOR]

This article aims to discuss the oppression and segregation of other subjects and the protagonism of their struggles as a presupposition of an affirmative and anti-racist political-social-educational process. It is based on historical-dialectical materialism as a method and on empirical material collected in urban quilombos of Porto Alegre, Brazil, focusing on the educational approach. In this sense, other subjects are subjects of rights, who respond, resist, and react to a hegemonic culture. Hence, they are not subjected, but the subjects of counterculture, of singularities within universality, of diversity and of difference. Thus, it is necessary to reflect on and take education as social processes and affirmative, anti-racist practices in relation to the populations that have had their culture, conditions, and ways of life historically oppressed. We see a dialectic relation between the affirmation of these other subjects and both the repression and the maintenance of forms of domination and social inequalities. [ABSTRACT FROM AUTHOR]

The Citizenship in Action Magazine, dedicated to publishing articles, experience reports, reviews, and communication of actions aimed at the extension of Higher Education Institutions (HEIs), presents its 2023 edition. Volume 7, number 1, brings a selection of articles that promote active citizenship through education, culture, and social engagement. The articles address topics such as anti-racist education, sexuality, reading encouragement, and biology teacher training. The magazine thanks all authors, reviewers, and collaborators and invites the academic community to continue contributing to the dissemination of extension in Brazil and Latin America. [Extracted from the article]

Nos dias atuais, muitos autores vêm debatendo a questão do racismo. Entretanto, a questão racial ainda é pouco discutida dentro da comunidade dos pesquisadores de educação em Ciências. Por isso, o presente trabalho tem justamente por objetivo introduzir alguns conceitos importantes envolvidos com o racismo, bem como discutir como o racismo se desenvolveu ao longo dos anos. Além disso, são apresentadas possíveis contribuições do ensino de Ciências e de alguns pensadores da sociologia e da psicologia da educação no combate ao racismo presente na sociedade.Many writers have reflected on the subject of racism. Nevertheless, this theme has not been discussed by science educators. Taking this into account, the aim of the present paper is to introduce some important concepts involved with racism and discuss how it has developed. The paper also presents some possible contributions from science teaching and from sociology and phsycology education to contend with the racism in the society.

Discute premissas subjacentes a perspectivas sobre raça e permite uma abordagem mais estratégica para transformar o racismo. Define cinco posições - supremacia racial, cegueira racial, sensibilidade racial, crítica racial e antirracista - que sugerem um caminho de desenvolvimento moral e político que pode guiar o trabalho nas escolas e na sociedade para superar o racismo. O objetivo da análise não é atribuir culpa ao passado ou ao presente; ao contrário, é fornecer uma estrutura para apoiar a responsabilidade e a prestação de contas individual e coletiva que pode levar à implementação de um grau maior de justiça. A educação racialmente crítica e antirracista une as pessoas à história de lutas por justiça e une umas às outras para as próximas lutas, criando assim o sonho de uma democracia justa mais perto de se tornar realidade.