TEACHER TRAINING FROM AN ANTI-RACIST PERSPECTIVE: Reflections Based on Reading How to Be an Anti-Racist Educator

reflexões a partir da leitura de como ser um educador antirracista

Abstract

This study aims to examine the contributions of the work “How to Be an Antiracist Educator” by Bárbara Carine Soares Pinheiro to pedagogical practice in basic education, as well as to reflect on its theoretical and epistemological contributions to ongoing research in the field of ethnic-racial relations education. It is a qualitative, bibliographic study guided by an analytical-interpretative approach, engaging with theoretical frameworks that problematize structural racism, teacher education, and Brazilian educational policies, particularly the legislation mandating the teaching of Afro-Brazilian and African history and culture. The analysis demonstrates that the book does not constitute a prescriptive manual of pedagogical practices, but rather an epistemological provocation that challenges traditional conceptions of curriculum and teacher education. By proposing the confrontation of racism as a structuring dimension of social and school relations, the text calls upon educators to adopt an ethical-political stance committed to transforming educational practices. It also highlights the centrality of ancestry, memory, and the valorization of historically silenced forms of knowledge as formative principles capable of reorienting pedagogical action. The study concludes that the constitution of an antiracist teaching practice requires articulation between critical reflection, political commitment, and curricular revision, implying the overcoming of sporadic or commemorative approaches. In this sense, the formation of the antiracist educator is configured as a continuous process of epistemological displacement and reconfiguration of school practices, guided by social justice and racial equity.

Keywords: “Antiracist education”; “Teacher education”; “Ethnic-racial relations”.