Pedagogical Residency in Portuguese Language: memories, reflections and experiences in the search for an education attentive to ethnic-racial relations

Abstract

This paper is written by a resident student of the Portuguese Language subproject of the Pedagogical Residency Program at the Federal University of Recôncavo da Bahia (UFRB), Teacher Training Center (CFP). This writing is based on the concerns of the subject, black woman and teacher in training, and how this recognition affects her teaching in construction, as well as the importance and need for teaching based on education and ethnic-racial relations and what is recommended by Law 10.639/03. Furthermore, teacher training from perspectives that emphasize issues of race/racism in society, especially at school, and the need from teachers in training, and teachers already working, to continuously seek knowledge that will lead them to a conscious and anti-racist teaching practice. It is also with the school in mind, as a place where masks of virtual silencing should not persist (Kilomba, 2019), that we affirm the educator's duty to be attentive to not reproducing models that exclude black subjects, thus establishing a “pedagogy of implosion” (Pinheiro, 2023). Finally, the importance of programs like PRP for quality teacher training is emphasized.