Discursos (anti) racistas nos planos de ação da ERER das unidades educacionais de Araucária: uma proposta de análise

Abstract

The research examines how four educational units in the municipal school system of Araucária-PR implement Law No. 10.639/2003 (and, secondarily, Law No. 11.645/2008), analyzing the Ethnic-Racial Relations Education (ERER) action plans produced in 2024. The objective was to interpret the discourses that emerge from these documents in order to identify the extent to which they express a critical perspective committed to antiracist practices, assessing their alignment with legal guidelines; the presence of antiracist pedagogical practices; existing tensions, contradictions, and silences; and the influence of the professional positions of those who produce the documents. The analysis presented in this dissertation is grounded in three axes: racial literacy and antiracist education, aimed at understanding racism, confronting stereotypes, and constructing counter‑hegemonic narratives; documents as social technologies, based on the works of Langdon Winner, Andrew Feenberg, Hernán Eduardo Thomas, and Achille Mbembe, considering that the plans are understood as technological artifacts that regulate practices, produce subjectivities, and can both reinforce inequalities and promote resistance and emancipation. As a theoretical-methodological procedure, the research draws on French Discourse Analysis (DA), especially the contributions of Michel Pêcheux, Eni de Lourdes Puccinelli Orlandi, and Helena Hathsue Nagamine Brandão, treating the action plans as texts that reveal ideological positions, power relations, and significant omissions. The methodological approach was qualitative, involving documentary and discursive analysis of the plans. The investigation considered authorship and the professional positions of those involved; the structure and content of the documents; and both explicit and implicit elements. Based on Sueli Carneiro’s dialogue with Michel Foucault, the study assumes that the plans function as dispositifs that both reproduce and challenge structural racism. The results indicate progress in recognizing the importance of ERER and in the presence of actions aligned with the laws. However, weaknesses persist, such as practices limited to isolated events, stereotyped or generic activities, and the absence of critical discussions on racism and hegemonic whiteness. Based on the interpretation of the analyses, the study concludes that the implementation of ERER is a continuous and political process, and that action plans are relevant instruments but still insufficient to ensure consistent antiracist practices. The research highlights the need for deeper initial and continuing teacher education on the topic, greater participation of professionals in the development of the documents, and stronger institutional support for explicitly confronting structural racism.