FAQ

Structural racism in Brazil has systemically hindered access to the right to equal and quality public education by black, quilombola and indigenous students. The quality of education that children receive in Brazil is deeply segmented by racial and socioeconomic status. And, today, it is identified that the gaps between white children and black, quilombola and indigenous children, in all basic education indicators, are persistent and more serious for young people aged 11 to 17. Black, quilombola and indigenous children and young people are the most likely to drop out of school, have higher exclusion rates and have lower educational levels. Therefore, they are assigned the less prestigious and lower-paying jobs as adults. Meanwhile, white students internalize the racial inequities they are exposed to in schools and replicate them as adults. When looking at learning indicators, it is also concluded that there are not only more barriers to accessing school for black, quilombola and indigenous children, but that once at school, these children are less likely to access quality education.

The SETA Project seeks to carry out transformative actions based on evidence resulting from studies that help to understand the complexity of racial relations in the country and the resulting problems that need to be faced. In this sense, it foresees a series of studies with national and regional perspectives in its territories of intervention, especially in Amazonas, Maranhão, Rio de Janeiro and São Paulo. The objective is to map the perception of society in general, of education professionals and students about racism, racial inequalities in general and in education, the effectiveness of policies to combat racism, the gaps in tools and methodologies to promote racial equity and successful strategies and good national and international practices that can inspire actions to value diversity and differences and mitigate inequalities, especially in the area of education.

1) Biannual public mapping survey on perceptions of racism in Brazilian society.
2) Biannual focus groups on school communities’ perceptions of racism.
3) Monitoring and evaluation of educational indicators with analysis of education indicators focusing on race, gender and territory.
4) Studies led by the organizations that make up the SETA Project on “indigenous school education”, “quilombola school education”, “educational trajectory of black girls”, “black youth, education and violence”, “impact of secondary education reform on deepening of educational inequalities” and “participatory construction of indicators and diagnosis on quality in education and racial relations”.
All of these productions are/will be made publicly available to assist society in the construction of qualified narratives, based on the portrait of reality, in defense of racial equity in education, in addition to guiding project actions.

Improvement and implementation of public education policies that guarantee quality, equity and contextualized provision, through influence and/or support for policy makers and educational authorities at all levels, thus ensuring the implementation of anti-racist and sensitive public educational policies to gender. These policies must consider the axes of strengthening the legal frameworks of anti-racist education, training programs for education professionals, production of teaching and para-teaching material, democratic management and social participation, monitoring and evaluation of equity indicators and institutional conditions with financial investments , human and material.

Intergenerational dialogue about racism, gender and education is developed in homes, schools, workplaces and in the media through national dialogue and advocacy on issues in education and society. Thus, intolerance to racism, gender-based violence, inequalities and rights violations will be built and the defense of the promotion of social, racial and gender justice in Brazilian society will be built.

Black, quilombola and indigenous children, young people and students involved in transforming communities and school culture, so that they are anti-racist and equitable, ensuring the recognition of their knowledge and protagonism as essential elements to achieve the expected changes.

Black, indigenous and quilombola girls and young women transform communities and school culture to be anti-racist and equitable. We understand, therefore, that the place of black, indigenous and quilombola girls is at school. Therefore, we will act intentionally to build a transformative educational system that promotes dignity at school.

Educators trained through initial and continuing training programs and supported with educational resources and guidance from education managers. Furthermore, they have the autonomy to incorporate anti-racist and non-sexist educational practices due to institutional recognition of the importance of these themes, with accessible and quality material support.

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