Entre omissão e preconceito racial: discurso-acontecimento

Abstract

The present article aims to problematize the proposal / implementation of syllabuses that approach the ethnic-racial relations in courses of Portuguese-speaking teachers. In this direction, from the epistemological assumptions of the Bakhtinian field, we seek to defend that the traditional conception as a set of disciplines, contents and activities can not contemplate dimensions that embrace the established interactions so that learning from a critical perspective becomes effective. Thus, considering the formative context of an undergraduate languages course, where the object of study is the text-enunciated, a discursive approach can favor teaching-learning processes that imply the subject and promote the resignification of axiological principles related to the questions of race / racism. To accomplish this work, we start with a presentation of epistemological assumptions defended by the Bakhtinian Circle, in order to highlight the relevance of a syllabus that contemplates a dialogical perspective. To illustrate the discussion of the epistemological assumptions, we used some excerpts of activities carried out by undergraduate students in an extension course whose purpose was to explore issues related to racial (un) equality. Based on the discussions undertaken, we try to demonstrate that a professional training for teaching demands not only the selection of contents and activities, but also responsive acts to the constitution of ethical students, sensitive to the demands of society.