Education of Ethnic-Racial Relations (ERER). Formative Perspective. Decoloniality of Knowledge. Critical Pedagogy. 

This research focuses on the discipline "Education of Ethnic-Racial Relations" (ERER), established at the Federal Rural University of Pernambuco (UFRPE), Recife Campus, in 2012. The main objective was to analyze the formative perspective of the contents and of the pedagogical proposals integrated into ERER. As a theoretical basis, we adopted the concept of Decoloniality, grounded on the works of Walter Mignolo (2008, 2017), Aníbal Quijano (Ballestrin, 2013), Nelson Maldonado-Torres (2019), and Catherine Walsh (2018). In addition, we incorporated the conceptual understanding of critical pedagogy, supported by the works of bell hooks (2013, 2022) and Paulo Freire (1996). The research follows a qualitative approach, as oriented by Minayo (2009), using methods such as participant observation, analysis of course plans, and semi-structured interviews, also based on the guidelines of Ludke and André (1986). The interviews were analyzed and interpreted in light of the guidelines proposed by Gomes (2009). The results demonstrate the importance and potential of ERER in the educational context, regardless of the area of formation, whether in Bachelor's or Licentiate courses. The formative perspective promoted by the curricular unit reveals a commitment to integral formation for life, contributing to the redirection of social, cultural, and political perceptions.