Aquilombando a formação docente na Amazônia amapaense: currículo e identidade no Projeto de Interiorização Quilombola (PIQ) da Universidade Federal do Amapá no Polo Torrão do Matapí (UNIFAP)

Abstract

This dissertation, "QUILOMBANDO A FORMAÇÃO DOCENTE NA AMAZÔNIA AMAPÁENSE: Currículo e Identidade no Projeto de Interiorização Quilombola (PIQ) da Universidade Federal do Amapá no Polo Torrão do Matapí (UNIFAP)" (Building Teacher Training in the Quilombola Interiorization Project of the Federal University of Amapá at the Torrão do Matapí Campus (UNIFAP)), whose demand stems from the claims of the Amapá Quilombola Black social movement, analyzes teacher training, curriculum, and identity. It sought to answer the following research question: How does the PIQ/UNIFAP Pedagogy Course contribute to the training of teachers and the strengthening of identity in the Quilombola University Campus Torrão do Matapí? The motivations and objectives are based on the researcher's training and experience as a public basic education teacher. The study is linked to the Center for Studies in Curricula and Teacher Training in the Amazon (NUCFOR), registered with CNPq. The theme developed in relation to the Pedagogy Course/UNIFAP, through the PIQ (Interdisciplinary Research Project). Its importance was based on investigating a pioneering higher education project in Amapá, focused on the context of quilombola territories. The theme is of great relevance, contributing to and implementing affirmative actions and reinforcing the sociocultural identities of these subjects. The Historical-Dialectical Materialism Method was used, through a qualitative approach, bibliographic, documentary and field research, with structured interviews, participant observation and photographic records. The epistemic locus was the Quilombola Territory of Torrão do Matapi, Macapá/AP. The research subjects were: 01 Director of the Quilombola State School, where the PIQ (Integrated Quilombola Project) is developed; 08 students from the PIQ, among them, 01 President of the Association of Farmers and Residents (student) and 01 member of a Marabaixo and Batuque Group (student); didactic-pedagogical observations of 04 subjects in the PIQ. The data were analyzed in dialogue with the theoretical framework, relying on authors such as: Apple (2017); Arroyo (2013); Camargo, Figueiredo, Gomes, and Hage (2023); Evaristo (2016; 2020); Freire (2013; 2022); Gomes (2013; 2017); Gonzalez (1988; 1982); Hage (2013); Hall (2006); Kilomba (2023); Marx (2013); Marx and Engels (2005); Munanga (1990; 1999); Nascimento (1978); Santos (2015); Silva (2021); Silva (1999). The main results highlighted: 1) The fundamental and concrete importance of the Quilombola Integration Project (PIQ); 2) Its contribution to social and professional life; 3) The need for an Afro-referenced curriculum; 4) Quilombola teachers strengthen the Quilombo and cultural identity; 5) Challenges: reconciling work and studies, lack of transportation and financial support for participants; 6) The prospect of continuity of the PIQ; 7) The need for a specific public examination or quotas for Quilombola teachers; 8) The Quilombola community within the university from a dialogical perspective of knowledge; 9) Education as an instrument of social transformation; 10) The decisive role of social movements in the struggles for rights, including Education in Quilombola Territories.