Rural Education And Teacher Training: A Dialogue On Ethnic-Racial Relations

Abstract

The article aims to reflect on the treatment of ethnic-racial issues from the Rural Education, seeking to understand the importance of teacher training for the development of practices engendered in overcoming racism. Brazil is a country with a majority black population and part of that population resides in the countryside and is marked by a series of inequalities, whether of class, gender and race. However, in the field of scientific production there are still few productions with a racial theme, in the context of Rural Education, which may indicate the silencing and invisibility in relation to the theme. Considering the existence and the vast legacy of the black peasantry, it is urgent that Rural Education guides the discussions of ethnic-racial relations more effectively. As a methodology, we adopted qualitative research, with bibliographic review, being elected authors such as, Gomes (2003; 2005; 2011; 2013); Cardoso (2004); Munanga (2008); Souza (2016); Farias and Faleiro (2017); Molina (2015); Caldart (2008; 2009); Almeida (2008); Guimaraes (2009); among others that has been, over time, focusing on research, which helps us to deepen our view and our engagement in the fight for an anti-racist education. It is concluded that this political view and practice is not less, since it problematizes the racist character of the state, which can be seen in the Brazilian land structure, being important not to suppress the black peasantry from the memory of the struggle for land and in the strategies for land reform.

Keywords: Rural Education; ethnic-racial relations; teacher training, black peasantry