OVERVIEW OF ANTIRACIST EDUCATION IN THE NATIONAL PROFESSIONAL MASTER’S PROGRAM IN MATHEMATICS (PROFMAT)

Abstract

Twenty years after the compulsory national guidelines of Education for Ethnic-Racial Relations (ERER) were issued, its implementation remains one of the greatest challenges of pre-service and in-service teachers education programs in Brazil. The Indigenous School Education (EEI) and Quilombola School Education (EEQ), as differentiated education projects, are not considered in the national scenario either. The main aim of this paper is to present, through a quantitative-qualitative approach, the current situation of the production of knowledge focused on the ERER, the EEI and the EEQ in the Professional Master’s in Mathematics in National Network (Profmat). The data reveal that, despite the potentialities implicit in ERER, EEQ and EEI, both differentiated projects are still challenges for Profmat, here seen as an important public policy for the articulation of anti-racist education on the ground of public schools in the country in the field of Mathematics. On a time basis of nine years, we found only six out of 6442 Profmat dissertations that explicitly bring ERER, EEQ or EEI into their theoretical frameworks, which implies that only about 0.09% of the dissertations in Profmat database address, in some way, issues related to education for ethnic-racial relations.