Educação e linguagem no Quilombo Urbano "Maloca": perspectivas pedagógicas e políticas a partir da pesquisa ação com crianças do ensino fundamental.

Abstract

In an unequal society, prejudice is often naturalized and can be seen in diverse areas, including language. In this context, language teaching 3 in crisis, once it no longer guarantees the satisfactory exercise of reading and writing 3 can be a space of confrontation or prejudice reproduction. Thus, this research addressed the issues surrounding the state of crisis in language teaching and presented pedagogical perspectives concerning the respect to differences in classroom. To do so, it started from the institutionalization of language and the denial of culture of African origin groups in order to structure a qualitative approach and an action research. From this perspective, this Dissertation illustrates pedagogical interventions performed in Maloca, first urban community in Sergipe to be recognized by INCRA (National Institute of Colonization and Agrarian Reform) as a remnant of quilombos. Here, the research tried to discuss teaching practices based on cultural perception, and also in the process of writing and speaking skills of the research target group, elementary school children in Maloca. The relevance of delimitation was based on bailout cultural and design education, as instruments of cultural, social and political emancipation of a community. The main references used in this research were Bakhtin?s sociolinguistic studies (1997), focused on learning in Vygotsky (1987) and Gramsci?s concept of political culture (1982). Finally, impressions show that social interaction and pedagogical activity are important for student performance. In the first, writing and speaking skills are complementary; in the second, the starting point is the observance of these students? cultural and linguistic background.