Nuvem de palavras

o advérbio “não” como expressivo marcador dos estudos relacionados à educação antirracista

Authors

Keywords:

Educação Antirracista

Abstract

Law 10.639/2003, which included the mandatory theme of "Afro-Brazilian History and Culture" in the official curriculum of the Education Network, celebrates its 23rd anniversary this year, representing a long-awaited achievement of Black Social Movements. While progress has been made regarding ethnic-racial issues, gaps remain in its effective implementation. This article aims to analyze the absence of Anti-racist Education in Basic and Higher Education, evidenced by the adverb "no" in the results of one of the reports from the IRaMuTeQ software (Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires), called "Word Cloud". The adverb "no," as the most frequently mentioned by participants, exposes the negation present in the responses obtained; in this sense, it is possible to observe "no" as a significant marker in studies related to Anti-racist Education. The research followed the methodological procedures of oral history. Sixteen graduates of the Pedagogy course (self-declared Black, mixed-race, and white) were interviewed between December 7, 2021, and April 6, 2022. The results demonstrated how the absence of anti-racist education impacted the formation of their subjectivities. It also became evident that the education of all Black and white women did not include anti-racist education, although some completed their undergraduate studies in Pedagogy after Law 10.639/2003. The word "not," mentioned so many times, is a relevant indicator of the urgency of the struggle for an Anti-racist Education, which remains fragile and incomplete. This work is in line with SDG 4. Quality education - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

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Author Biographies

Fabiana de Almeida, UNITAU

Master's degree in Education from UNITAU - University of Taubaté. Specialist in School Management and Organization from UNOPAR -Faculdades Integradas Norte do Paraná (2014), Specialist in Psychopedagogy from ANHANGUERA Anhanguera Educacional (2016), Organizational Psychology from ANHANGUERA (2018) and Specialist in Distance Education Training from UNIP Universidade Paulista (2020). Graduated in Languages from UNITAU University of Taubaté (2008) and Pedagogy from UNINTER International University Center (2013). She worked as a teacher in the Pedagogy and Administration courses at UNIPLAN - Planalto University Center of the Federal District, where she also served as Advisor for the Pedagogical Action Practice Project. Since 2011, she has worked as a Portuguese language teacher in elementary and high school in the state and municipal school systems in the cities of Taubaté, Tremembé, and Caçapava. She was the Coordinator of Pedagogical Management for Secondary Education in the São Paulo State School System, where she also served as Vice Principal in Taubaté, São Paulo, and as a Teacher-Tutor in the Pedagogy Course at EAD-UNITAU. She is currently a member of the Pedagogical Center of the Taubaté Board of Education.

Mariana Aranha de Souza, Universidade de Taubaté

PhD in Education: Curriculum (2011) and Master's in Education: Curriculum (2006) from the Pontifical Catholic University of São Paulo. Bachelor's Degree in Education from Maria Augusta Ribeiro Daher College (2001). Currently a Permanent Professor in the Professional Master's Degree in Education at the University of Taubaté, Collaborating Professor in the Master's and Doctorate in Health Sciences, and Professor in the Education Course at the same university. She is also a permanent professor in the Master's program in Design, Technology, and Innovation at the Teresa D'Ávila University Center and coordinator of the Pedagogy program at the same institution. She is a member of the Research Ethics Committee at the Teresa D'Ávila University Center and Advisor to the Dean of Research and Graduate Studies at the University of Taubaté for Stricto Sensu Courses. She is a researcher at GEPI (Interdisciplinary Studies and Research Group) at PUC/SP, the Education Research Group: professional development, diversity, and methodologies at the University of Taubaté, and the LabDTI Research Group - Design, Technology, and Innovation Laboratory at Teresa D'Ávila University Center. Tem experiência como Orientadora de Pesquisas, Formadora de Professores, Professora Universitária, Professora e Diretora de Escolas de Educação Básica e como Assessora Pedagógica em Educação a Distância. Atua principalmente com os seguintes temas: Interdisciplinaridade, Formação de Professores, Currículo, Gestão Escolar, Didática, Educação a Distância, Tecnologias e Mídias Digitais, Práticas Educativas, Educação Socioambiental e Metodologias Ativas de Aprendizagem. Contibui para a divulgação científica e a formação docente nas REdes Sociais, sobretudo no Instagram @marianaaranhadesouza

Suzana Ribeiro, Universidade de Taubaté

Suzana Lopes Salgado Ribeiro is a professor and researcher. She graduated in History from the University of São Paulo (bachelor's degree in 1998 and teaching degree in 2003). She completed her master's degree (2002) and doctorate (2007 - with an internship at Columbia University-NY) in the Social History program at USP. Her research focuses on issues of gender, race, and social movements. It was also through her research in oral history that she learned to listen to stories and understand their complex subjectivities. She is currently an assistant professor at the University of Taubaté (UNITAU), where she is part of the faculty of the Professional Master's in Education (Focus: Inclusion and Sociocultural Diversity) and the Master's in Human Development (Focus: Human Development, Identity, and Education). She is also a professor at the University Center of Southern Minas Gerais, where she works in the Master's Degree in Regional Management and Development (Line: Formative Processes and Development). She has combined education and research in her work, learning and teaching about teaching practices and training, history teaching, as well as concerns about diversity and differences. She was a visiting professor in the Graduate Program in Education at the Federal University of Mato Grosso do Sul (UFMS). In these roles, she learned to teach others to be researchers, supervising undergraduate and graduate work, but she also learned from her elementary and high school students how to teach other students in college to become educators. She is a researcher at Neho em Rede - Center for Oral History Studies, part of the Study and Research Group on History Teaching and Language Practices - Curriculum, History, and Culture (GEPEH/UFMS); a member of the Curriculum, Culture, and History Research Group (GEPEH/UFMS); She is a collaborating researcher at the Simão Mathias Center for Studies in the History of Science. Based on what she learned from people and their life stories, she has written books, including: “Practical Guide to Oral History” (2011), “Voices of the March for Land” (nominated for the Jabuti Award in 1998), "Voices of the Land - Life Stories of Rural Settlers in São Paulo“ (2005), and ”Production of Historical Knowledge" (2009/2010), in addition to articles in books and journals. In the pursuit of public, democratic education for all, she has developed academic support materials for distance learning and taught courses for the Open University of Brazil. UAB and the University of Taubaté - UNITAU. He has research and teaching experience in Education, History, and Research Methodology, working mainly with the following topics: Oral History, Memory, Identity, Rights, Diversity, Difference, Teaching Practices, Teacher Training, and History Teaching. 

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Published

2026-02-06

How to Cite

de Almeida, F., Aranha de Souza, M., & Ribeiro, S. (2026). Nuvem de palavras: o advérbio “não” como expressivo marcador dos estudos relacionados à educação antirracista. Revista Educação E Transformação Social, 1(1). Retrieved from https://periodicos.unitau.br/rets/article/view/4108

Issue

Vol. 1 No. 1 (2026): Fluxo Contínuo

Section

Articles