Abstract

RODRIGUES, Tatiane Cosentino; CARDOSO, Ivanilda Amado  and  SILVA, Andreia Rosalina da. Affirmative actions and teacher training: dialogues and perspectives from NEAB/UFScar. Roteiro [online]. 2019, vol.44, n.2, e17417.  Epub July 05, 2019. ISSN 2177-6059.  https://doi.org/10.18593/r.v44i2.17417.

Among the challenges posed by the process of implementing affirmative action policies in the modality of quotas and/or reservation of vacancies in access to higher education, there is still an unexplored dimension that corresponds to the production of plural sciences and knowledge that are capable of altering unequal and discriminatory patterns still present in Brazilian society. The purpose of this article is to present a critical-purpose reflection about political-pedagogical practices based on the experience of the Afro-Brazilian Studies Center of the Federal University of São Carlos, which has helped the field of education in understanding some of these policy challenges caused by affirmative action especially the initial and continuing teacher training.

Keywords : Affirmative actions; Teacher training; Higher Education; Center for Afro-Brazilian Studies..

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