ABSTRACT
This paper presents the trajectory of the specialized literature on the subject of teacher training and ethnic-racial relations, during the years of 2003 to 2014, aiming to expand the topic expressed in 52 articles produced in qualified journals among A1 and B5, as well as in 8 theses and 22 dissertations defended in the period. The data was elaborated from the concepts of field in Bourdieu (1989, 1999, 2003), representations in Chartier (1991), and content analysis in Bardin (2008). Understanding this specialized literature and verifying the similarities of topics between articles and theses and dissertations are among our objectives, taking into consideration the fact that there are similarities between them, since some articles originate from the scope of theses and dissertations. We conclude that this specialized literature has transformed questions into contributions, perspectives, themes and objects, conformed a field of research, among the diverse thematic and object recurrences. However, it is necessary to consider the practical dimension - racism and its consequences calls for reflections that understand its genesis and proliferation. Reviewing curricula, rethinking research, problematizing contributions, criticizing consecrated places, challenging the canons are some of the dimensions of this challenge.
Keywords:
Teacher training; Ethnic-racial relations; Theses; Dissertations and articles.