Relações Étnico-raciais na Educação de Jovens e Adultos: tendências da produção acadêmica brasileira (2010-2019) ; Ethnic-Racial Relations in Youth and Adult Education: trends in Brazilian academic production (2010-2019)

The present work aimed to analyze how the results of academic production (from 2010 to 2019) on Ethnic-Racial Relations in Youth and Adult Education can contribute to the understanding of the field of studies of this modality. We carried out a research with a qualitative approach, of the State of Knowledge type (ROMANOWSKI and ENS, 2006), with a methodology inspired by the studies of Haddad (2000), Sposito (2000) and Sanceverino and Laffin (2020). As a theoretical reference, we use Gomes (2005, 2011, 2017 Passos (2010), Nascimento (2016), Carneiro (2005), as well as Arroyo (2011), Di Pierro and Joia (2001), Haddad and Ximenes (2018), among other authors who supported us in the attempt to dialogue between Youth and Adult Education (YAE) and Ethnic-Racial Relations, focusing on issues of the black population. titles, of which only 25 dealt with the theme, 11 Academic Master's dissertations, 11 Professional Master's dissertations and three theses. In general, the works pointed to difficulties in the implementation of Law nº 10.639/2003 in the Educational Policy and in the pedagogical practices of YAE. The results led to the conclusion that the myth of racial democracy permeates this educational modality, in the academic, political and pedagogical scopes. However, despite the scarcity of works that deal directly with racial issues in YAE, we observe the growing concern of researchers and researchers in collaborating so that this field of study advances in the fight against racism. ; O presente trabalho teve o objetivo de compreender as contribuições dos resultados da produção acadêmica (de 2010 a 2019) sobre Relações Étnico-Raciais no campo da Educação de Jovens e Adultos. Realizamos uma pesquisa de abordagem qualitativa, do tipo Estado do Conhecimento (ROMANOWSKI e ENS, 2006), com metodologia inspirada pelos estudos de Haddad (2000), Sposito (2000) e Sanceverino e Laffin (2020). Como referencial teórico, utilizamos Gomes (2005, 2011, 2017 Passos (2010), Nascimento (2016), Carneiro (2005), bem como Arroyo (2011), Di ...