2026-07-292026-07-292026-06-23LOURENÇO, David Gabriel Fernandes. PIBID e educação para as relações étnico-raciais: caminhos para um letramento crítico antirracista. Orientadora: Rosangela do Socorro Nogueira de Sousa. 2026. 50 f. Trabalho de Curso (Licenciado em Letras - Língua Portuguesa) – Faculdade de Letras, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9780. Acesso em: .https://bdm.ufpa.br/handle/prefix/9780This Undergraduate Thesis investigates how experiences within the Programa Institucional de Bolsa de Iniciação à Docência (PIBID) can contribute to the initial training of Portuguese Language teachers committed to ethnic-racial relations education (ERER) and the development of critical anti-racist literacy. The research is guided by the following question: how can PIBID's Portuguese Language actions contribute to initial teacher training committed to ERER and critical anti-racist literacy, considering the limits, challenges, and potentials of this formative path? The general objective is to understand how PIBID's Portuguese Language actions contribute to ERER and to the development of critical anti-racist literacy. The methodology is qualitative, descriptive-analytical in nature, based on participant observation, document analysis (lesson plan, scholarship holder's report, field notes), and content analysis according to Bardin (2016), with a priori and emerging categories. The theoretical framework articulates the concepts of Reexistence Literacies (Souza, 2009), Critical Literacy (Kleiman, 1995; Rojo, 2009), anti-racist education (Gomes, 2021; Munanga, 2012), and reflective teacher education (Freire, 1996; Nóvoa, 2009; Carine, 2023). The results indicate that the analyzed activity did not achieve critical anti-racist literacy, revealing four structural tensions: (1) between intention and execution; (2) between the demand for standard language and students' legitimate linguistic practices; (3) between a de-racialized approach to identity and the students' concrete racial experience; (4) between the scholarship holder's autonomy and institutional pressures. Students' silence, the strangeness toward handwriting, and the use of abbreviations were interpreted as everyday micro-resistances and symptoms of a structural disconnection between Eurocentric school culture and students' peripheral cultures. It is concluded that PIBID, by itself, does not guarantee anti-racist education, but can constitute a device of resistance and transformation if its actions are intentionally oriented by ERER, with prior theoretical training, anti-racist reflective supervision, space for collective practice analysis, and the denaturalization of the school "standard." The main contribution of this work is to offer a precise diagnosis of the structural barriers to the implementation of ERER in initial teacher education, pointing out paths for overcoming them.Acesso AbertoPIBIDLetramento críticoEducação antirracistaRelações étnico-raciaisFormação de professoresCritical literacyAnti-racist educationEthnic-racial relationsTeacher educationCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil