Ethnic-racial relations in the curriculum of the Interdisciplinary Teaching Degree in Countryside Education at the Federal Rural University of the Semi-Arid Region

Abstract

This article critically analyzed the inclusion of ethnic-racial relations in the curriculum of the Interdisciplinary Teaching Degree in Countryside Education at the Federal Rural University of the Semi-Arid Region (Ufersa), understanding the curriculum as a space of epistemological and political disputes. The study was grounded in teacher education as a strategic axis for confronting structural racism, especially in rural contexts marked by racial and territorial inequalities. A qualitative approach was adopted, of an exploratory and descriptive nature, with emphasis on documentary analysis of the Course Pedagogical Project (PPC), curricular matrices, and course syllabi, which constitute the central corpus of investigation. The results show that, although the course shows formal alignment with current educational legislation and with the principles of countryside education, ethnic-racial relations do not constitute a structuring axis of the curriculum, remaining treated in an implicit and peripheral manner in the analyzed documents. It is concluded that this configuration limits the consolidation of an anti-racist teacher education, indicating the need for a curricular reorientation that explicitly articulates countryside education and ethnic-racial diversity.