Ethnic-Racial Relations in Mathematics Teacher Training

a Systematic Literature Review

Abstract

This article aims to analyse, in theses and dissertations, if and how Ethnic-Racial Relations have been explored in the training of Mathematics teachers, since the enactment of Law 10.639, in 2003, which makes it mandatory to approach African and Afro-brasilian history culture in the teaching institutions of Basic Education. In this sense, there is a need to emphasize this theme in the initial and continuing education of Mathematics teachers, for these teachers are prepared to contribute to the construction of an anti-racist society. The methodological procedure adopted consisted of carrying out a Systematic Literature Review (SLR) of dissertations and theses published in the last 20 years. For this, the Digital Library of Theses and Dissertations (BDTD) was used. The selected studies show the need to challenge the Eurocentric cultural and epistemic hegemony, which historically has devalued and silenced knowledge and knowledge from African communities. The inclusion of Ethnic-Racial Relations in the Mathematics teachers formative process seeks to bring out these diverse mathematical perspectives and practices. These surveys also emphasized the need to restructure teacher training courses in the approach of Ethnic-Racial Relations and that address effective practices for the promotion of an anti-racist education.