Ethnic-Racial Relationships

In the present paper, we analyze one of the aspects of the projected educational policy-the Diretrizes Curriculares Nacionais para a formação Inicial de Professores para a Educação Básica [National Curriculum Guidelines for the Initial Teachers Training for Basic Education] approved in 2019 by the Conselho Nacional de Educação (CNE) [National Education Council]-arguing how it directs education to ethnic-racial relations, taking History degrees as a parameter. Since the proposed guidelines do not cancel out the educational policy of an affirmative character, it is relevant to put into perspective how the design thought for the initial teacher training promotes teaching knowledge that enables the teacher to face racism and its consequences. We maintain that the recently approved guidelines by the CNE lead to a restrictive formation concerning Education for Ethnic-Racial Relations because they restrict the space of teaching autonomy and the contact with the necessary knowledge to face racism and its consequences in the school space. Also, the guidelines deepen recurring deficiencies in history teacher training courses, thus creating little room for discussing topics such as Difference, Diversity, Multiculturalism, Inclusion, etc.