This study addresses teacher education with a view to implement school studies of African and Afro-Brazilian History and Culture, pursuant to the Federal Act 10,639/2003. It is part of a broader study in whose methodology is based on the approach advocated by Canen (2008). In this conception, multiculturalism is understood as the structuring concept and practice applied to education research and teacher education; this view also establishes paradigmatic plurality as the theoretical-methodological core for such research. This approach is compatible with other methodological perspectives, namely: the study on the state of the art as proposed by Ferreira (2002) and André; Romanowski (1999); and the bibliographic research as proposed by Gil (2002) and Lima; Mioto (2007). Our investigation sources are: a research report consolidated from the database of dissertations and theses of Fundação Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), concerning the production of doctoral and masters theses; and a research report consolidated from scientific articles included in the academic database of the Scientific Electronic Library Online (SCIELO). The methodological treatment of research sources was conducted through a critic analysis of the bibliographic and documentary references. The study clearly shows the invisibility of the subject investigated until 2000, as well as the increasing demand for studies of this nature in the following years.
Teaching; African History; Teacher education; Afro-Brazilian History