Os desafios para o enfrentamento do racismo nas práticas docentes dos /as professores /as das escolas quilombolas: Sambaquim e Sambaquim do Riachão nos municípios de Cupira-PE e Panelas-PE.

Abstract

This paper is the result of a Master's research developed in the line of Education and Diversity of the Postgraduate Program in Contemporary Education (Master's course) at the Federal University of Pernambuco-UFPE, Agreste Academic Center. In this research we have as a problem question: what are the didactic-pedagogical challenges to face racism in teaching practices of teachers from quilombola schools located in the municipalities of Panelas-PE and Cupira-PE? We set out as a general objective: to understand the didactic-pedagogical challenges for facing racism in the teaching practices of teachers from quilombola schools located in the municipalities of Panelas-PE and Cupira-PE, and the specific objectives: I) to understand the conceptions of racism of the investigated teachers; II) identify the expressions of racism that can be present in the classroom; III) to characterize the teaching practices of teachers to face racism in the classroom; VI) identify the didactic-pedagogical challenges for facing racism in the teaching practices of the investigated teachers. We affiliate ourselves to the Post-Colonial Studies approach, which is constituted as a political-epistemological option, based on the dialogue with the authors: Grosfoguel, 2007; Mignolo, 2003, 2005, 2008; Quijano, 2002, 2005; and Walsh, 2006, 2008, 2010, among others, who enable us to reflect upon and question the place that is given in history and in society to black people, including quilombolas. Linked to this discussion, we also address reflections on the conceptions of racism in society from the authors: Munanga (2009); Gomes (2012); and Hall (2003) Almeida (2018), Moreira (2019), Moraes (2005), among others. We adopted as theoretical and methodological procedure the documentary research (OLIVEIRA, 2007), semi-structured interview and Content Analysis via Thematic Analysis (BARDIN, 1977; VALA, 1990). The research field are the schools located in quilombola territory (in the communities of Sambaquim and Sambaquim do Riachão) in the municipalities of Cupira-PE and Panelas-PE, having as research subjects 4 (four) teachers. In dialogue with the collaborating subjects, we understand that each Quilombola Community, has its own teaching practice for the confrontation of racism with its specificities, as these are related to the understandings about racism of each Quilombola teacher. However, we identify that these practices were built through the problematization of racism on the didactic projects worked in the classroom, and also in the dialogic perspective, i.e. through the relationship between the history of the community, where themes are discussed such as: identity, culture, knowledge, wisdom and ancestry of the Quilombola Communities. The results indicate that the teaching practices of the teachers who teach in these communities rehearse a Quilombola School Education, are close to the perspective of intercultural education and antiracist education, allowing the discontruction of an education based on the logic of Coloniality and its axes. However, it is necessary to broaden this debate, and to adjust such practices. For that, initial and continuous training is needed, as well as adequate materials for a Quilombola School Education and the confrontation of racism.