Repensando o currículo do Ensino Médio Integrado: o des(encontro) entre o dito e o feito para uma Educação Libertadora Antirracista

This research fundamentally examines whether an anti-racist curriculum is being developed within the Pedagogical Project of the Courses (PPCs) of the Integrated High School at the Federal Institute of Education, Science, and Technology of Minas Gerais. In this context, it is essential to consider that Law 10.639/2003, later amended by Law 11.645/2008, serves as a political milestone and a reference within the contemporary Black Movement. However, it remains insufficient for advancing an anti-racist education within school curricula. One of the underlying assumptions is that Brazilian school curricula - particularly the PPCs designed for students in Integrated High Schools at Federal Institutes - are far from being anti-racist curricula. By discussing the theme of anti-racist education, this study aspires to construct a school curriculum that is more inclusive of ethnic-racial issues, particularly in alignment with Law 11.645/2008. In this context, through a qualitative approach using Content Analysis, the study examines the curricula and includes semi-structured interviews with faculty members and course coordinators. This approach provides a significant contribution to the formulation of an anti-racist curriculum specifically tailored to Integrated High School education. Moreover, by intersecting the sphere of Professional and Technological Education, such a curriculum should foster an educational approach oriented towards comprehensive learning and holistic student development. As part of this research, one initiative involved the development of the booklet "Change Begins with Me: An Introduction to Racial Literacy," an educational resource designed to support teachers, educators, and other professionals in the field of education. This educational product aims to meet the CAPES requirement and is part of the broader project "Organization of the Integrated Curriculum in Professional and Technological Education (EPT)," within the research line "Organization and Memory of Pedagogical Spaces in EPT." Due to its pedagogical nature, the e-book presents anti-racist strategies designed to assist teachers in structuring classroom content while aligning teaching practices with a theoretical foundation for addressing ethnic-racial issues. Finally, this research highlights reports from coordinators and faculty members pointing to a lack of continuous training that would enable them to work with ethnic-racial relations in the classroom. This absence could be interpreted as institutional silence on this matter. Given the importance of institutions taking a stand and strengthening policies and projects that engage students and the entire academic community in discussions on racial themes - not only racism but also the appreciation of Black communities, their history, culture, and identity perspectives - initiatives such as NEABI (Núcleo de Estudos Afro-brasileiros e Indígenas) are crucial within educational institutions. The journey ahead remains long and involves multiple stakeholders: from institutional leadership to students, who often feel invisible within the curriculum. Therefore, the institution - including students, teachers, administration, external community members, and researchers - must unite to promote anti-racist education, ensuring that words and actions go hand in hand.