Olhares sobre a Escola Quilombola Professor Bento Lima de Oliveira, no município de Moju, de 2007 a 2017.

Abstract

The present dissertation, entitled <Views on the Quilombola School Professor Bento Lima de Oliveira, in the Municipality of Moju, from 2007 to 2017=, aimed to discuss the historical process of the Quilombola School Professor Bento Lima de Oliveira between 2007 to 2017. In this perspective, the study sought to investigate how the historical process of the Quilombola School Professor Bento Lima de Oliveira, in the municipality of Moju - PA, occurred in the aforementioned period. It was, therefore, a qualitative research in the field of History of Education, focusing on the History of School Institutions and Oral History. Data collection instruments and semi-structured interviews were used as instruments of data collection, using a script with open questions and a tape recorder. The living source about the historical process of creation, implementation and functioning of the school occurred through the oral narratives of the oldest residents of the quilombola community in Africa. The analysis categories were: historical context (creation and installation of the school); evolutionary process; school building; and participation / mobilization / resistance. Through the analyzes, the research revealed that the historical process of creation and installation of the Quilombola School Professor Bento Lima de Oliveira is intrinsically linked to the constitution of the Africa community as a quilombola community. The study also revealed that the construction of the school was the result of a political and educational achievement by the community itself. Thus, the motivations for the creation, for the changes and for the development of the educational institution permeated the movements of articulation among the residents together with the Quilombola Association of Baixo Caeté - Laranjituba Communities and Africa - AQUIBAC, the Black Movement and the federal agencies in line with public policies focused on quilombola issues. The fragmentation movements occurred due to obstacles caused by bureaucratic issues generated by the municipal and state agencies, which had repercussions on / in the interactions between community residents, students, teachers, curricular articulations unfolded by the greater or lesser autonomy and creativity of the actors involved in the process. Thus, understanding how concepts are observed and woven into the research locus by the people involved in the school's historical, disciplinary and pedagogical process was important to understand how the Quilombola School Professor Bento Lima de Oliveira's creation story was formed and how the influence of the Africa community interfered in the creation of the school institution. In this sense, the perspectives of the present study point to the strengthening of the quilombola community's autonomy in the process of fighting for their rights and in the recognition of quilombolas living in the quilombola Africa community through Quilombola School Education. Therefore, this research is a contribution to the history of education in the Amazon of Pará, as well as to the history of the Quilombola School Professor Bento Lima de Oliveira, as well as to the quilombola community in Africa, as it was a study that sought to know the historical process of creation school through the narratives of the oldest residents of the community.