Educação para relações étnico-raciais nos cursos de Humanidades das universidades federais do Nordeste

This article analyzes how undergraduate teaching programs in the Humanities at federal universities in Northeast Brazil incorporate, within their curricula, the principles of the National Curriculum Guidelines for the Education of Ethnic-Racial Relations (DCN-ERER). Through a qualitative documentary research, 2,810 syllabi of mandatory courses across 76 programs were examined, identifying 691 syllabi with content related to the theme—440 with a direct approach and 251 with an indirect approach. The analysis revealed varying levels of integration of the guidelines, with UNILAB standing out for having the highest proportion. The emphases varied: African heritage themes were more prominent at UFMA; Indigenous content was emphasized at UFBA, UFC, and UFRN; and race/gender intersectionality was most present at UFRN, UFC, and UniVASF. It was observed that the implementation of the DCNs is uneven across institutions, highlighting the need to consolidate these guidelines in order to strengthen anti-racist education

Content analysis · Curriculum · Higher education · Indigenous · Qualitative research · Syllabus · Memory, Trauma, and Testimony · Race, Identity, and Education in Brazil · Sociology and Education in Brazil