WHEN THE LAW SPEAKS AND THE GUIDELINES ARE SILENT:

TEACHER TRAINING BETWEEN ERER AND RESOLUTION 4/2024

Abstract

The Education of Ethnic-Racial Relations (ERER), established as a state policy since Laws 10.639/2003 and 11.645/2008, has become a central axis of initial teacher education in Brazil. However, the publication of Resolution CNE/CP No. 4/2024, which redefines the National Curriculum Guidelines for teacher education, reignites debates on the political and epistemological meanings of teacher preparation. This article offers a critical analysis of the presence—and the silences—of ERER within the 2024 regulation, in dialogue with historical normative frameworks (Resolution CNE/CP No. 1/2004 and the National Implementation Plan for ERER, 2009) and with specialized literature. The study adopts a qualitative approach grounded in documentary analysis, drawing on authors such as Ball, Bardin, Lopes, Cellard, and Mainardes. Findings indicate that Resolution 4/2024 introduces significant shifts in the conception of teaching, weakens the theoretical–practical articulation by reorganizing internships, and omits explicit references to racial justice, contradicting key principles of ERER. The study concludes that the new regulation does not ensure the continuity of an antiracist teacher education policy and tends to reinforce technicist perspectives, posing new challenges for the institutionalization of ERER within initial teacher education curricula.