Gerência de Relações Étnico-Raciais (GERER): análise de contexto, dados e evidências na educação carioca

Abstract

The study in question investigates the establishment of the Ethnic-Racial Relations Management (GERER) in 2021, integrated into the structure of the Municipal Department of Education of Rio de Janeiro. The author, a teacher in the initial cycle of education who also served in GERER, proposes an analysis of the management's experience during the period from 2021 to 2023. The research is grounded in the author's trajectory and the institutional context of the municipal education network, aiming to conduct a thorough evaluation based on data and evidence of the impact of GERER on public education in the city of Rio de Janeiro during the analyzed timeframe. The author emphasizes the relevance of this research, noting that even more than ten years after the enactment of Laws 10.639/03 and 11.645/08, initiatives from education departments to establish specific sectors dedicated to promoting ethnic-racial education are still scarce. The research presents significant data for the formulation of public policies, such as the predominance of females in the network, with 88.9% being women, and evidence of institutional racism, observed in the correlation between the ethnicity of occupants in school positions and the level of power associated with these positions, revealing a tendency towards the predominance of white individuals in higher hierarchical positions. Finally, the persistence of ignorance about Afro-Brazilian and indigenous histories is highlighted, with the sharing of GERER's experience considered a strategy to highlight possible paths in building an education that fully incorporates diversity in its practices and purposes.