Educação, gênero e afrodescendência: a educação escolar e a organização de mulheres quilombolas em Brejão dos Aipins, Piauí.

Abstract

The present study of nature qualitative, like exploratory, is about issues, education, gender, quilombola community and afrodescendents in Brazil. In a more delimited, this dissertation analyze the school experiences of a group of the quilombolas women in Brejão dos Aipins, Piauí, identifying the relations of this experiences with their participations in the forms of organizations and facing of the difficulties of race, gender, geographic localization and social conditions. The research assume that considering the reality historical socio of Brejão dos Aipins, marked by geographic isolation and social exclusion, the experiences of school life of women of this community have been marked by many challenges or dilemmas, that produced profound and lasting effect, being their achievements in the educational field, associated more personal effort, than, necessarily, the mobilizations, as in the case of the promotion of the political public schooling. Moreover, it is possible to think that these achievements have strong implications in the insertion of these women in the communitaries organizations.The work brings contributions by Boakari (2011, 2010, 2005, 1999, 1994), Almeida (2011, 1989), Brandão (2009, 1999, 1981), Fiabani (2008), Lahire (2007), Moreira (2006), Munanga (2006), Gomes (2001), Thompson (1998, 1992), Nascimento (2002, 1978), among others. The data elaborated reflect, especially, about memory and constitutive process of school education of the participants, in the meaning achieving educational achievements are associated with historical context of racial discrimination, social exclusion of the women, as delay and the fragility of the political public schooling for African descendants in Brazil. In the same way, there is a relation between school education and the expansion of knowledge and power of these afrodescendants women in this community.