Hortas medicinais em escolas quilombolas: olhares a partir da Escola João Paulo ll, no Quilombo Mato Grosso, Morros/MA

Abstract

The present research aims to investigate how the use of medicinal gardens in the João Paulo II quilombola school, in the Mato Grosso, Morros, Maranhão community can contribute to the construction of integrated teaching methodologies, focusing on sustainable agroecological practices, with with a view to creating a didactic pedagogical Guidelines Guide. In addition to this, other objectives are added to this study: a) identify what theoretical and methodological conceptions the teachers of the João Paulo II quilombola school have about medicinal gardens and plant care practices; b) verify what the teachers at the school, the focus of the research, understand about sustainable agroecological practices, c) investigate whether there is ongoing training aimed at ) teachers, focusing on medicinal gardens and sustainable agroecological practices and d) produce a Pedagogical Guidance Guide on medicinal gardens and sustainable agroecological actions, in the sense of contributing to the teachers of the João Paulo II quilombola school. Our study is organized into six sections. Firstly, we present the introduction, which is subdivided into the justification, characterization and delimitation of the research problem, interest in the research, studies carried out on the topic and structure of the research. The second section is about Rural Education and Agroecology, presenting reflections on the use of medicinal gardens in schools. The third section presents the knowledge of quilombola people, gardens and agroecologies, based on brief reports from residents and teachers of quilombo Mato Grosso, in Morros. The fourth section addresses the methodological procedures adopted in the research, characterizing the approach methods, the research location and participants, the data composition instruments and the description of the research product. In the fifth section we present the timeline of this study and, finally, in the sixth section are the references. The theoretical framework, supporting all sections of the research, is supported by the contributions of authors such as Caldart (2012), Candau (2011), Cavalcanti (2009), Carvalho (2010), Cunha (2014), Imbernón ( 2021), Freire (1970), Martins (2016), Molina (2011), Nóvoa (1995), Saviani (2018), Rocha (2011), among others, due to their enlightening approaches based on consolidated research and analysis on Medicinal Gardens, Rural Education, Agroecology, Quilombola School Education and Teacher Training. This is, therefore, a qualitative research that used the applied approach, with the semi-structured interview and photographic records being used as data composition instruments and content analysis was the technique that based the structuring and analysis of the data. collected. Through this investigation, we concluded, therefore, the need for public policies and programs for Quilombola Maranhão School Education with a focus on the training of teachers and managers and in this more specific case with a focus on understanding the curricular component of gardens and medicinal plants. These aspects point to continued training as a strategy to support the work of teachers at Escola João Paulo II, with a view to working with vegetable gardens, medicinal plants and Agroecology. It is in this sense that a didactic-pedagogical guidance guide is a possibility to contribute and add to the teaching materials used by the teachers at this school, helping them in their work and pedagogical practices.