A educação quilombola como estratégia de resistência na Comunidade de São Pedro dos Bois - AP

Abstract

The object of this research is quilombola schooling, which has been recognized as teaching modality that is built as a unity between both formal education and traditional practices lived on quilombolas communities. This education model intends to reaffirm and building the sense of belonging on students. Due to this specific way, this paper will analyze quilombola public school Teixeira de Freitas’s educational practices, placed at Quilombo de São Pedro dos Bois, on Macapá-AP, rural perimeter, focusing on time from 2011 to 2018, when that school starts to use quilombola education as teaching modality. This quilombo is categorized in this research as a Contemporary Quilombo, a concept defended by Moura (2007) and Souza (2012), as a way of identifying quilombos are articulated politically in the search for rights. The data of this research were analyzed through the qualitative approach, within the definitions of Silveira and Córdova (2009), who understand that the research that uses this methodology, seeks the understanding and deepening of a social group, organization, etc. without keeping a distance from the object, but rather being in interaction with it during the data collection and analysis process. As a data collection tool, we used semi-open questionnaires with students from 1st to 9th grade to understand the perceptions they had about Quilombola School Education. This same type of questionnaire, which is more in line with voluntary reports, was also used with teachers and community leaders. As part of the data collection methodology, a series of activities were also carried out in conjunction with the school to understand the daily life of the school and the impacts that the use of the studied modality has caused in the community. That resulted in a positive perspective about this teaching modality impacts and unfolding on mentioned community. Among historic processes and resumes, this investigation has been based on the hegemonic visions deconstruction about processes known as civilizations, which form Brazilian educational system