Educação escolar quilombola: uma análise do diálogo entre os conhecimentos tradicionais e os conhecimentos escolares na prática docente de professores de escolas quilombolas no Agreste.

Abstract

This text is the result of a Master's research project developed in the Teaching, Teaching and Learning line of the Postgraduate Program in Contemporary Education, at the Federal University of Pernambuco-UFPE, Academic Center of Agreste. In this research, we listed the following question/problem: how is the dialogue between traditional knowledge and school knowledge developed in the teaching practice of teachers from quilombola schools? In order to answer the research problem, we constructed the following general objective: To understand the dialogue between traditional knowledge and school knowledge in the teaching practice of teachers from quilombola schools. We adopted the theoretical approach of Latin American Postcolonial Studies, which is constituted as a political-epistemological option based on the dialogue with the authors: (Grosfoguel, 2007); (Mignolo, 2003, 2005, 2008); (Quijano, 2002, 2005); (Walsh, 2006, 2008, 2010), among others, which allow us to reflect and problematize the process of silencing the peoples of America. We adopted Latin American Postcolonial Studies as a theoretical and methodological procedure and, in the data analysis, Content Analysis via Thematic Analysis (Bardin, 1977; Vala, 1990). The research field was the Heliodoro Gonçalves de Arruda School, located in the Quilombola Community of Brejinhos, in the rural area of the municipality of João Alfredo/PE. The leaders and teachers who live in the community and work at the school were involved as collaborating subjects. Based on the dialogues established with these collaborators, it was possible to understand that each quilombola community has deeply rooted traditional knowledge and knowledge in various aspects, such as local history, religiosity, cultural festivities, artistic expressions, traditional medicine and family farming. The traditional knowledge identified is reflected in the teaching practice developed by the collaborating subjects. The results reveal that the teachers promote an enriching dialogue between traditional knowledge and the school curriculum, integrating experiences that connect students with the knowledge of the Brejinhos Quilombola Community. This approach contributes to an education that is at the same time dialogical, decolonial and anti-racist.