“As lembranças do passado surgem como um fantasma”: Currículos para Educação Étnico-Racial Crítica em Narrativas (Auto)Biográficas de Professores/as de Biologia

This article aimed to analyze training for Critical Ethnic-Racial Education based on curricula that emerge from the (auto)biographical narratives of Biology teachers in the Brazilian Northeast. To achieve the objective, we used a Systematic Literature Review in the (auto)biographical research of Biology teachers available in the online Institutional Repositories of Northeastern Federal Universities, whose data were analyzed from a comprehensive-interpretative perspective. The results enable us to argue that the Critical Ethnic-Racial Education is based, slowly, on formal curricula and in action for the training of Biology teachers, but, above all, in a more effective way on other curricula existing in non-school institutions that contribute to training for teaching Biology in Northeast Brazil. Furthermore, hidden and empty curricula have emerged as hauntings that make it impossible to train teachers to educate for Ethnic-Racial Relations in a critical and anti-racist approach to teaching Science and Biology.