Abstract
This article presents a reflection on the possibilities of PIBID/Pedagogy in the process of theoretical, methodological and didactic foundation for the development of an anti-racist education, based on a theoretical-epistemological contribution anchored in authors such as Fonseca (2009); Cunha Junior (2005) and Skovsmose (2007) – regarding linguistic and mathematical literacy, from a critical perspective –, Cavalleiro (2001); Gomes (2006, 2012); Ribeiro (2002) – in reflections on anti-racist education. The analysis of experiences demonstrates that PIBID can be simultaneously configured as a training space aimed at building an anti-racist education, and as a possibility of raising the quality of teacher training – initial and continuing.
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