Política de educação antirracista e formação de professores de Teatro na Universidade Federal do Amapá (Brasil) e na Universidade Pedagógica de Maputo (Moçambique)

Abstract

This research aims to analyze the configurations present in teacher education from an anti-racist perspective in the Theatre program at the Federal University of Amapá (UNIFAP), Brazil, and the Performing Arts program at the Pedagogical University of Maputo (UPM), Mozambique, Africa. The study is guided by the following research question: what configurations are present in teacher education, from an anti-racist perspective, in the Theatre program at the Federal University of Amapá (UNIFAP), Brazil, and the Performing Arts program at the Pedagogical University of Maputo (UPM), Mozambique? To answer this question, the analysis begins by diagnosing the absence of racial issues in the curricula of these universities, highlighting weaknesses in the promotion of anti-racist education. The study also identifies that these gaps affect the construction and foundation of the Pedagogical Course Projects (PPC’s), as well as actions related to educational policies. As a theoretical and methodological framework, Historical-Dialectical Materialism (HDM) is adopted, enabling the understanding of social phenomena in their totality and historicity. Ethnic-racial relations are analyzed not as isolated phenomena, but as part of social dynamics marked by power disputes, hegemonic interests, and historical and structural inequalities that permeate educational and cultural processes. The research follows a qualitative approach, with data collected through semi-structured interviews conducted with faculty members and students from the investigated programs. The critical analysis encompasses anti-racist education policies and guidelines for theatre teacher education in higher education. For data analysis, Bardin’s (2011) content analysis method is employed, which, through systematic and objective procedures, allows the description and interpretation of messages, enabling the inference of indicators regarding the conditions of production and reception of the analyzed discourses. The results reveal that, in general, the Theatre program at the Federal University of Amapá and the Performing Arts program at the Pedagogical University of Maputo face similar structural challenges related to infrastructure and the limited number of faculty members. However, they differ in the degree of institutionalization of ethnic racial education. While at UNIFAP there is a gradual process of incorporating these discussions into the curriculum, at UPM the topic still appears in a sporadic and insufficiently systematized manner. In both contexts, however, the interviews demonstrate that faculty members play a fundamental role in promoting critical reflection and in developing pedagogical practices that value African and Afro-diasporic knowledge. This study contributes to the fields of education, performing arts, theatre, and ethnic-racial studies by conducting a comparative analysis between the Theatre program at UNIFAP and the Performing Arts program at UPM, highlighting how ethnic-racial issues are incorporated—or silenced—in academic training within postcolonial contexts.