Professoras quilombolas no agreste pernambucano: desafios e tensões de uma identidade em construção.

Abstract

The present work treats with the challenges and tensions present in the identity formation of teachers quilombola. The research consisted of an ethnography of daily school life, held in the quilombo of Serrote do Gado Brabo, in the municipality of São Bento do Una, with teachers and community residents as interlocutors of the study. Based on the ethnography carried out, we identified the emergence of socioeconomic issues, which enter daily school life and have direct implications on teaching work. The absence of specific formations also presents a substantial challenge with regard to a differentiated education project in our field of study. We also identify that, to a certain extent, the inherent difficulties inherent to the teachers' life trajectory interfere in the construction of this differentiated teaching identity. Despite the difficulties observed, we conclude by the importance of local teachers acting in the community school, since the ethnic identity and the potential of the quilombola being are strengthened with the students and other residents of the quilombo, which also favors the education sensitization differentiated.