Referenciais epistêmicos que orientam e substanciam práticas curriculares em uma escola localizada na Comunidade Quilombola de Conceição das Crioulas.

Abstract

Quilombola School Education is a historical achievement of the quilombolas experience in Brazilian society, it was built gradually by the organization of black social movements, especially the quilombola movement in the context of the redemocratization of the Brazilian State. It is an epistemic contribution of Abdias do Nascimento (2009) to conceive quilombismo as a release Afro-Brazilian praxis and to assume its own history. The research aimed to understand the epistemic references that guide and substantiate the curricular practices in a school located in the quilombola community of Conceição das Crioulas-PE. Our theoretical-methodological lenses focus on the afrocentric thinking based on Assante (2009), Ki-Zerbo (2011), and in the Brazilian africanities based on Cunha Junior (1998, 2008) and Silva (2003, 2005) in dialogue with the Latin American decolonial thinking based on Dussel (2010), Quijano (2005), Mignolo (2005, 2008), Maldonado-Torres (2007), Escobar (2005), Grosfoguel (2013, 2010, 2017) and Walsh (2005,2009,2010), which question the hegemony of Eurocentric thinking and build and make it viable the knowledge production from the historical experience of social movements. It is a qualitative research, a case study. The fieldwork was carried out from September 2015 to April 2016. Methodologically the research is based on the principles presented by Ki-Zerbo (2011): interdisciplinarity, history seen from inside, from the own trajectory of the quilombolas, the historical trajectory on the continent and the diaspora. In the curricular field we refer to the methodology of the African history of Ki-Zerbo and Bâ (2010) in dialogue with the understanding of the relationship between education and experience proposed by Dewey (2010) e Arroyo (2013). The content analysis, referenced in Bardin (2011), served as lenses for the organization and analysis of the data. The epistemic references that guide and substantiate the curricular practices of teachers in quilombola community were analyzed from the categorization of three main axes: formation, curriculum and teacher-student relationship. The categorization was made using as instrument the semi-structured interview. Our categories of analysis were ancestry as historical experience; the space-time of formation and pedagogical practice; history and memory as central curricular practice references; and the familycommunity relationship as the vivifying axis of the experience and meaning of quilombola school education. The results of the research indicate that the conscience and political organization of the quilombolas enabled the conquest of the specific education in dialogue with the Bases of National Education. The initial teachers formation responds incipiently to the needs of the quilombola teacher qualification. It is the continued formation, conducted by the school management with the teachers and community that has fulfilled the social function of the school in the sense of providing emancipation and identification of the children and their families with the school and with its identity belonging; the curricular practices developed are centered on Afro-Brazilian History and Culture referenced in orality, history and memory considering the quilombos as a continental experience of the African Diaspora.