Racismo nos currículos dos cursos de formação da Polícia Militar do Estado de Rondônia

Abstract

The research discusses racism in the curriculum of the training courses of the Military Police of Rondônia (PMRO), based on the observation that Brazilian Education does not effectively address racism, even after the enactment of Law No. 10.639/03 (amended by Law No. 11.645, of March 10, 2008), which modified the Law of Guidelines and Bases of National Education (LDB/1996) and included in the official curriculum of the public and private education system the mandatory teaching of Afro-Brazilian and Brazilian indigenous history and culture. The research sought to answer the following question: how could PMRO training courses address the ways in which ethnic-racial issues and racism are addressed? The general objective was to propose strategies to address structural racism in PMRO training courses and practices. The theoretical frameworks used are mostly Brazilian authors who produced studies on race/class using historical-dialectical materialism, such as Fernandes (1972, 1984a, 1989, 1994), Moura (1959, 1977, 1983, 1988, 1994), Ianni (1965, 1966, 1988), among others. The research was conducted in the city of Porto Velho, Rondônia. The methodological approach was divided into three stages, using the following data collection techniques: the first stage presented a “bibliographic review” of concepts and theories on race, racism, and other related concepts; “state of knowledge” with analysis of dissertations and theses on the subject on the platform of the Brazilian Digital Library of Theses and Dissertations (BDTD), in the CAPES Theses & Dissertations Catalog and the Digital Library of the Unified Public Security System (SUSP); in the second stage, a documentary analysis of the teaching plans of the PMRO training courses was carried out, mapping of the curricular grids, contents and teaching methodology of the Didactic Unit Plans (PUD), using as parameters the General Teaching Guideline (PMRO, 2017) and the National Curricular Matrix (Brazil, 2014) to identify how the institution has been working on ethnic-racial relations and racism in the training of its staff; in the third stage, it was explained how racism has historically structured the PMRO through analyses of the racial composition of the staff, interviews, BOPMs and investigative processes. The analyses were carried out inspired by the Marxist dialectical method, Marx (1977, 2013) and Netto (2011), and through the curriculum concepts proposed by Historical-Critical Pedagogy (Saviani, 2008, 2011). The results showed that there is no institutional concern in the elaboration of procedures and content to confront racism, either in specific disciplines or transversally in the teaching plans, thus making anti-discriminatory military police training impossible. Finally, the PMRO for confronting racism is presented: at the first level, seminars, an institutional book and a “Racial Literacy Course”; at the second level, the application of affirmative action policies, with the obligation to teach the discipline “Ethnic-sociocultural diversity in the Amazon” in training courses, in addition to the implementation of racial quotas in public entrance exams; at the third and final level, the demilitarization of the curricula of PMRO training courses.