Relações de ensino-aprendizagem: professoras e alunos/as da Escola Pedro Rabelo da Paixão, Quilombo Mimbó, Piauí.

Abstract

It is understood that the teaching-learning relationships involving teachers and children happen in different ways in school pedagogical practices, in the community, in exchanges of affection, in educational environments, and also in disrespect, negligence and other behaviors that influence activities. of teaching developed by school education professionals, which result in the expected learning of students. In this sense, it was considered of social importance to study this problem in order to understand how the teaching-learning relationships developed by the teachers and Afro-descendant children from Quilombo Mimbó, Amarante, Piauí, influenced the activities developed in the school routine, and some consequences of these connections. A case study was carried out, with a qualitative approach, having as the most viable means of accessing information, participant observations in classrooms and school spaces, as well as dialogues in conversation circles with the teachers, while using a diary field. In these activities, all care was taken with the health of the people involved, due to the current situation of the Covid-19 pandemic, respecting the protocols established by the Ministry of Health. The research was also based on the readings of works by researchers such as Abreu (2014), Batista (2013), Boakari (2007, 2013, 2021), Brandão (2010), Cunha Junior (2005, 2008, 2012), Dayrell (1996), Fonseca (2001), Freire (1987,1992), Gomes (2008a), Gomes (2005b, 2012b, 2013b) Machado (2008, 2015), Moura (1991) Mununga (2005), Nascimento (1970) , Santos (2010, 2020), Silva (2017a, 2020a, 2021a) and Silva (2005b, 2012b). With this study, they showed that there are mutual teaching and learning relationships at the Pedro Rabelo da Paixão School, where Quilombola children teach their teachers and learn the necessary school contents. At the same time, the teachers also teach and learn with the children.