O estudo é parte do projeto de pesquisa: “Negro e Ensino Médio: Representações de Professores acerca de Relações Raciais no Currículo”, que visa analisar as representações de professores sobre as relações raciais no currículo da rede estadual de Ensino Médio. Para isto, mediamos os resultados com alguns autores como: SILVA (1997), GOMES (2002), COELHO (2006), CANEN (2001), MOREIRA (2006), CHARTIER(1991) e BOURDIEU(1990), que vêm trazendo importantes contribuições na formação de professores quanto às questões raciais no Brasil num (re)pensar do currículo para a diversidade.
The study is subject Representations and Race Relations. Analyzes the portrayal of teachers on race relations in the curriculum of the state system of secondary education. This research was based on the theoretical method in Chartier (1991) and Bourdieu (1990), Gomes (2002), Coelho (2006), Silva (1997), Canen (2001), Moreira (2006) for the analysis of representations , with the first, and with others who have brought important contributions in training teachers about the racial issues in Brazil in a (re) think the curriculum for diversity. The study is a descriptive type. Used as instrument of data collection: interviews and official documents. We infer that racial prejudice is presented implicitly, in Brazilian society, which contributes to the dissemination and ratification of racism and discrimination in various social sectors, including the school. In conclusion, among others, the process by an anti-racist education will depend, especially, the subversion of the teachers (and students) regarding representations beset with prejudice, veiled or not, present in their pedagogical practice and the second (de) naturalize them and face them pedagogically.
