The role of the administrative technician in the school consolidation of ethno-racial relations

Abstract

The present work took as research object the existing relationship between the demands generated by the incorporation of an education of ethnic-racial relations and  affirmative  action  policies  by  the  technical  professional  high-level  education schools and the education/knowledge of EPT technical administrative professionals to deal with this new context and with the potential needs of the target audience of the public policies in question. We conducted an exploratory qualitative field research, which applied a digital questionnaire to administrative technicians and trainees of the Centro Federal de Educação Tecnológica de Minas Gerais, located in the largest city of the Midwest region of the state of Minas Gerais. The answers we obtained from the data returned and analyzed in the field research that gave rise to this text were that, despite the high level of education of the responding administrative technicians, their level of knowledge about the legal and institutional parameters that regulate affirmative action school policies aimed at the black population is still low. This data points out that, even with the limitations of the study carried out, there is a sign that there are demands for continued  education  on  our  theme  of  study  when  we  think  about  the  processes  of updating  the  professional  practices  of  intervention  by  administrative  educational technicians who, in the context of Brazilian technical schools, are indeed significant in number, constituting themselves as relevant agents in the processes of changing the ways in which the black person has been neglected in formal educational contexts in the country.