Educação social e escolar, além da luta pela terra: O Quilombo do Sítio Velho, Piauí.

Abstract

The present work developed in the municipality of Asunção of Piauí has as delimited space the remaining community of quilombo Sítio Velho. The thesis of the research supports the demonstration that the processes of social and school education developed in / for the community use various types of mediation, languages, cultural practices, pedagogical strategies and didactic resources to consolidate racial belonging as a way of empowering the internal cohesion of the community. The researcher investigated how educational policies based on racial elements contribute to the understanding of social and school education processes as a way to enhance the internal cohesion of the quilombola community beyond the common narrative of the struggle for land tenure. Specifically, through this research, the researcher sought to identify educational policies from the perspective of racial diversity developed in the quilombo remnant community of Sítio Velho; characterize the theoretical aspects used in / by school and social education in the quilombola community and describe the methodological procedures used by community educational agents in educational practices. The theoretical-methodological basis of the research is anchored in the readings of Moura (1989;1988;2014), Gorender, (1990;1993), Gomes (1996;2015), Brandão (1999), Lima (2005;2009;2015), Mott (1985), Boakari (2005,2013;2015;2016), Almeida (1996, 2011), Arruti (1998;2008,2009;2010) O9Dwyer (2007), Leite (1990, 1999, 2000, 2002), Moura (1998; 2005;2007;2011), Nunes (2006), Freire (1987, 1985;1991;2005;2006), Candau (2006; 2010; 2011), Santos (2004; 2010; 2013), Quijano (1997; 2005; 2010), Bhabha (1998), Lander (2005), Meneses (1992) and other researchers (s). The results obtained in the field work demonstrate that school education works in a colonizing perspective of exclusionary and normative forms; of closeness and distance between educational practices and the contents of the school curriculum. It reinforces the need for the quilombo to continue counting and recounting its stories in the most varied possible forms; transforming teaching practices limited to the mastery of teaching methods and techniques into transformative and emancipatory practices as an attitude of disruption with the school's silencing of racism.