<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2184-7770</journal-id>
<journal-title><![CDATA[New Trends in Qualitative Research]]></journal-title>
<abbrev-journal-title><![CDATA[NTQR]]></abbrev-journal-title>
<issn>2184-7770</issn>
<publisher>
<publisher-name><![CDATA[Ludomedia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-77702021000200200</article-id>
<article-id pub-id-type="doi">10.36367/ntqr.7.2021.200-210</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A inserção da educação para as relações étnico-raciais nos cursos de licenciatura da UFBA]]></article-title>
<article-title xml:lang="en"><![CDATA[The Study of Education for Ethnic-racial Relations in Undergraduate Courses at UFBA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veras]]></surname>
<given-names><![CDATA[Renata]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaves]]></surname>
<given-names><![CDATA[Erika]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Daiane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prates]]></surname>
<given-names><![CDATA[Mariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Sheyla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>10</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>10</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>7</volume>
<fpage>200</fpage>
<lpage>210</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-77702021000200200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-77702021000200200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-77702021000200200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A formação de professores em uma perspectiva decolonial requer refletir sobre a condição dos sujeitos subalternizados pela colonialidade às lógicas educativas hegemônicas e eurocêntricas. Nesse sentido, questiona-se: de que maneira a educação para as relações étnico-raciais vêm sendo inseridas no currículo dos cursos de licenciatura da Universidade Federal da Bahia? O objetivo deste estudo é analisar a inserção da educação para as relações étnico-raciais nos currículos dos 30 cursos de licenciatura da Universidade Federal da Bahia. Para tanto, foi identificado que dos 1004 componentes ofertados na matriz obrigatória desses cursos, 27 continham temáticas voltadas para a questão racial. Trata-se de um estudo transversal, exploratório de caráter qualitativo. Os dados foram analisados por meio de classificação hierárquica descendente e de árvores de similitudes com o apoio do software IRAMUTEQ. O curso de História foi o que mais ofertou componentes dessa natureza, enquanto os de Ciências Biológicas, Computação, Matemática e Química foram os que tiveram menor oferta. A análise da classificação hierárquica descendente e de similitude permitiu revelar que os temas mais frequentes estavam relacionados à história do Brasil, contemplando a educação e a cultura. Ressalta-se a importância de transversalizar na formação docente temas como: diversidade étnico-racial no Brasil, suas contribuições sociopolíticas, econômicas, culturais, educacionais e artísticas, bem como a reflexão crítica acerca de discriminações e de opressões raciais. A iniciativa de explorar o tema numa perspectiva decolonial e transgressora tem um potencial de gerar mudanças na formação cidadã desde a educação infantil, em prol de uma sociedade mais justa e menos desigual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Teacher education in a decolonial perspective requires reflecting on subjects subordinated by coloniality to hegemonic and Eurocentric educational logics. In this sense, the question arises: how has education for ethnic-racial relations been included in the curriculum of undergraduate courses at the Federal University of Bahia? The aim of this study is to analyze the inclusion of education for ethnic-racial relations in the curricula of undergraduate courses at the Federal University of Bahia. Therefore, it was identified that of the 1004 components offered in the mandatory matrix of these courses, 27 contained themes focused on the racial issue. This is a cross-sectional, exploratory, qualitative study. Data were analyzed using descending hierarchical classification and similarity trees with the support of the IRAMUTEQ software. The History course was the one that most offered components of this nature, while those in Biological Sciences, Computing, Mathematics and Chemistry were the ones with the lowest offer. The analysis of the descending hierarchical classification and similarity revealed that the most frequent themes were related to the history of Brazil, including education and culture. The importance of mainstreaming in the teacher education themes such as: ethnic-racial diversity in Brazil, its socio-political, economic, cultural, educational and artistic contributions, as well as critical reflection on racial discrimination and oppression is emphasized. The initiative to explore the topic in a decolonial and transgressive perspective has the potential to generate changes in citizen education since early childhood education, in favor of a more just and less unequal society.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Licenciatura]]></kwd>
<kwd lng="pt"><![CDATA[Educação Decolonial]]></kwd>
<kwd lng="pt"><![CDATA[Étnico-racial]]></kwd>
<kwd lng="pt"><![CDATA[Universidade.]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Initial Teacher Formation]]></kwd>
<kwd lng="en"><![CDATA[Decolonial Education]]></kwd>
<kwd lng="en"><![CDATA[Ethnic-racial]]></kwd>
<kwd lng="en"><![CDATA[University.]]></kwd>
</kwd-group>
</article-meta>
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