Educação no quilombo Piqui da Rampa, Vargem Grande, Maranhão: o olhar das professoras quilombolas.

Abstract

The research carried out in the Doctorate in Education of the Postgraduate Program in Education of the Federal University of Maranhão (UFMA) aims to analyze Education in Quilombo Piqui da Rampa, Vargem Grande, Maranhão, from the perspective of quilombola teachers, and goes through the history and educational policy of quilombola schools to identify whether the guidelines of the National Curricular Guidelines for Quilombola School Education and the National Curricular Guidelines for Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture are used. The study, which inserts our trajectory with the theme, uses the theoretical-methodological framework that deepens knowledge about education, ethnic-racial relations, quilombola school education and the Afrocentric perspective (Asante, 2009), (Gomes, 2017), (Gonzalez, 1982, 2020), decolonial epistemologies (Freire, 1975, 1996); (Vergès, 2020), (Madhubuti, 1990); (Munanga, 1996, 2005, 2015), Silva (2011); black feminism and African womanism with a maternal-centered approach (hooks, 2017, 2019, 2021), (Collins, 2019); (Hudson Weems, 2021); African epistemologies (Oy wùmí, 2021), which indicate the need to break with Eurocentrism to value knowledge and recognize alternative knowledge. The main results of the research detect that quilombola teachers began to use the aforementioned Guidelines in their pedagogical practice due to the fact that quilombola schools do not have teaching materials so that Afro-Brazilian and African history and culture are present in the school routine, which leads us to the conclusion that it is necessary to build these materials based on local history itself, which suggests the adoption of a quilombola pedagogy.