ANTI-RACIST EDUCATION: RACIAL LITERACY IN TEACHER TRAINING

Abstract

The objective of this research was to analyze the impact of teacher training in racial literacy on pedagogical practice, investigating how this training influences the implementation of anti-racist practices in the classroom. The research was exploratory, with a qualitative approach, and the sample was composed of fifteen education professionals, selected by convenience. Data collection was carried out through in-depth interviews, with the aid of tape recorders, and data analysis used the discourse analysis technique. The results showed that most teachers did not receive adequate training on racial issues during graduation, and many sought extra training to deal with diversity in the classroom. However, educators face challenges such as resistance from students and colleagues, lack of institutional support, and scarcity of teaching materials. Despite these difficulties, many recognize the importance of racial literacy and seek to integrate it creatively into their pedagogical practices. The analysis revealed that, although there are advances in anti-racist practices, cultural change in schools is slow and requires continuous support from managers and public policies to ensure the effective implementation of these practices.