“Raciality, teaching and research”: an analysis of teachers’ perceptions of public policies in Higher Education

Abstract

The process of construction of Brazil, from colonialism, with the enslavement of African and indigenous peoples, generated numerous marks of exclusion in these groups, as well as racism itself and its multiple forms of manifestations. Therefore, we consider it necessary to investigate how the topic is understood in the most diverse areas, including Science Teaching. In this way, in this study, we verify the perceptions of professors in the area about ethnic-racial relations and the implications of Public Policies in Higher Education, based on discussions carried out in the online episode about “Raciality, teaching and research”, from the channel Education in Sciences UFSM. The research is qualitative in nature and the method of analysis used was the Discursive Textual Analysis. Two categories emerged from the process: a) Inclusion and belonging: its multiple interfaces; and, b) Confronting racism: implications arising from historically accumulated disadvantages. In general, from the analysis, we found that the perception of teachers, in excellence, is favorable to the development of Public Policies in Higher Education, as they agree that they contribute to greater inclusion of the black population, as well as help in the fight against racism and inequalities racial.