Novos saberes no ensino em Administração

uma sugestão de prática pedagógica decolonial para a educação profissional e tecnológica (EPT)

Abstract

This qualitative study explored the challenges of integrating Ethnic-Racial Diversity within the Management and Business curriculum in technical professional training in administration. To achieve this, documentary research was conducted to analyze how this theme is addressed in the training process. Following this, a didactic sequence was proposed that critically and decolonially examined the issue of structural racism. This led to the development of a didactic proposal known as the Decolonial Pedagogical Didactic Sequence (DPDS). The findings indicate that administration teachers often have limited theoretical engagement with the topic due to the institutionalized racism embedded in the initial training curriculum. The proposed DPDS aims to equip teachers with critical racial literacy, enabling them to access emancipatory readings typically excluded from the administration course curriculum due to theoretical epistemicide. Furthermore, it seeks to help students understand the challenges faced by various racial groups within and beyond the workplace. This study contributes to fostering a more humanistic approach to administration and encourages the reevaluation of pedagogical practices to align with anti-racist efforts.