“Tem que ser uma educação nossa”: Práticas educativas quilombolas como caminhos para a implementação da política de Educação Escolar Quilombola na Comunidade Quilombola Cabileira, Altinho-PE.

Abstract

The present study is the result of research developed in the Education and Diversity Research Line of the Master's course of the Postgraduate Program in Contemporary Education, at the Academic Campus of Agreste (CAA-UFPE). In it, the aim is to understand what educational practices the Cabileira quilombola community develops in their daily lives that can contribute to the implementation of the Quilombola School Education (EEQ) policy in the community school. The need to develop this study comes from the perception that school education has not been able to problematize the history and educational processes of quilombola peoples from the perspective of horizontality and has been an education marked by Eurocentrism that denies any epistemes that distance themselves from the canon western knowledge. The assumption is made that, even in the face of hegemonic processes that insist on continuing to colonize quilombola peoples, there are other paths that show the historical resistance of these peoples to the onslaught of coloniality in their different axes, and, therefore, assert themselves as holders of practices and forms of producing knowledge, of ways of thinking, feeling, interacting, living and loving that go beyond Western ways of producing knowledge. The research had as a theoretical-methodological approach the debate arising from the reflections of authors who constitute the Modernity/Coloniality Group (M/C) and who are precursors of Decolonial Thought, which constitutes itself as an epistemic and policy that has been denouncing how certain places and social groups have their identities redesigned by Eurocentrism. Following this path, the object of study led to the development of a decolonial practice (Ocaña; López, 2019; Ocaña; López; Conedo, 2018) which, while another option of doing research, allowed to pursue bibliographic and documentary research, through decolonial ethnography and the decolonial actions of communal contemplation, alterative conversation and configurative reflection. Given this, the objectives were established: I) to characterize the researched community and the school in the community; II) identify and analyze the challenges inherent to the implementation of EEQ based on DCNEEQ in the Cabileira community, and; III) identify what educational practices are developed in the Cabileira community, and how these are being stressed in the school curriculum so that the EEQ policy is implemented in the community's school. The research results show that the advances, with regard to the implementation of EEQ in the community school, are still incipient, since the challenges, highlighted in the alterative conversations, are still far from being overcome. However, communal contemplation shows that the epistemic disobedience unleashed by the school and the Cabileira community has managed to show other paths that lead to overcoming the teaching-learning processes structured to deny, subordinate and folklorize the quilombola people. And it has been through the teaching work carried out on the school floor in partnership with the community, that the colonizing and colonized curriculum has been transgressed, so that an education of <ours= committed to the decoloniality of Eurocentric curricular practices is constructed.