| dc.description.abstract | The study investigated municipal public policies within the scope of continuing teacher training at the Secretaria Municipal de Educação of Canoas, Rio Grande do Sul, with a temporal delimitation from 2012 to 2022. It aimed to characterize the actions of the SME in the context of the continuing education of teachers, aiming at the implementation of Laws nº 10.639/2003 and nº 11.645/2008, in order to contextualize the policy(s) of these formations, identifying and analyzing their pedagogical proposals, and the educational perspectives of ethnic-racial relations that guided them. Were resumed the history of the Movimento Negro and the indigenous protagonism in Brazil and Rio Grande do Sul and their movements for the creation of the two laws. Was considered the concept of continuing teacher education based on António Nóvoa and Vera Maria Candau. Regarding ethniccultural diversity, we base ourselves on the reflections of Nilma Lino Gomes and Petronilha Beatriz Gonçalves e Silva. With the considerations of Stephen Ball and Richard Bowe in their approach to the policy cycle, a critical analysis of the practice
and effects of municipal public policies was possible. As methodology, the notions of
document and its forms of analysis were used with the warnings of Jacques Le Goff,
and the five interrelated dimensions of the process of document analysis by André
Cellard. Thus, it was possible to perceive the contribution of the Municipal Department of Education in some periods and the creation of multipliers of education proposals for ethnic-racial relations among teachers. According to the study, it was exposed that continuing education collaborated for the training of teachers who work and continue to work on the ethnic-racial theme and that there is an interest of teachers in continuing to use education for ethnic-racial relations in their practices. However, the absence of racial quotas in competitions for admission and contracts of new teachers, more effective participation of management teams and investment of public money in education for ethnic-racial relations were observed as limiting factors. | en |
