Extensão e formação de professores/as: o papel dos programas de extensão como estratégia para o ensino das relações étnico-raciais no centro de formação de professores/as -UFRB

Abstract

In this research, we aim to understand, through the perceptions of undergraduate students at the Teacher Training Center of the Federal University of Recôncavo Bahia/UFRB, how the actions carried out by the extension programs: Pet Afirmação, Poéticas Periféricas, and Cafuné impact or do not impact their academic formation. Both programs have as their main objective to foster discussions on Ethnic-Racial issues within the context of extension activities. In university settings, extension actions with themes related to race and blackness have proven to be essential for dialogues and educational development. In the case of a Teacher Training Center, this dialogue becomes even more crucial. However, it is important to understand how their development has facilitated these exchanges and how they have reached the student body of the center. In this vein, this research takes a qualitative approach. For this purpose, an exploratory field research was conducted. To comprehend the students' perceptions, we used semi-structured interviews conducted with 8 students, one from each course at the center, each in different semester periods. Additionally, as a means of delimiting the programs involved, semi-structured interviews were conducted with the three program coordinators. This research allows us to understand how extension activities at the Teacher Training Center have been developed, how these actions have been guided, and how they have impacted the student community at the center. It also suggests pathways for Ethnic-Racial Relations education that may emerge through the actions offered by programs and projects engaged in racial discussions within academic spaces.