Ethnic-racial relations in the continuing education of teachers: what do the theses and dissertations defended in brazil between 2014 and 2024 say?

Abstract

This article presents a Systematic Literature Review that analyzed dissertations and theses defended in Brazil between 2014 and 2024, with an emphasis on ethnic-racial relations within the scope of continuing teacher education. Thus, the objective was to analyze, through a Systematic Literature Review, how dissertations and theses defended in Brazil between 2014 and 2024 address the theme of ethnic-racial relations in continuing teacher education. The investigation identified significant gaps in the effective implementation of Law 10.639/03, showing that the training programs offered still occur in a sporadic and fragmented manner and, in many cases, without commitment to the curricular and pedagogical transformation required. On the other hand, the study revealed powerful and inspiring experiences that employ critical racial literacy, collaborative methodologies, and pedagogical resources such as cinema, Black literature, and ancestral oral traditions. The analysis reinforces the urgency of public policies that ensure permanent, critical, intersectional, and racially equitable continuing education within school institutions. It also highlights the importance of building educational processes that engage with the knowledge and lived experiences of Black, quilombola, and Indigenous populations in the Brazilian educational context.