Memórias de resistências, identidades em conflito e a prática educativa da Escola Municipal Virgília Garcia Bessa na Comunidade Quilombola do Castainho em Pernambuco.

Abstract

This dissertation is linked to the Postgraduate Program in Contemporary Education, from the Centro Acadêmico do Agreste of the Federal University of Pernambuco, in the Education, State and Diversity Research Line. It is the result of an investigation that had as objective to study the way in which the memories corroborate with the identity constructions from the educative practice experienced in the quilombola school. Our theoretical foundation was guided by postcolonial studies, counting on the contribution of thinkers such as Anibal Quijano, Walter Mignolo, Enrique Dussel, Nelson Maldonado-Torres, Fidel Tubino, among other contributions. We also discussed the identity constructions in the light of Frantz Fanon, Stuart Hall and Kabengele Munanga. From the perspective of these established theorists in each specific area, we discuss the influences of the colonial legacy and the colonialities regarding the conception of the quilombola identities, in this context, therefore, the relation of these colonial structures with the homogenization and universalization of the educative process realized in the School context of quilombola communities. Still on the conception of identities, we use memory as a source of promotion and appreciation of the sense of belonging to quilombola history and culture, for which we count on Paul Ricoeur, Joël Candau, among others. Within the scope of discussions of educational practices we rely on the understandings mainly of João Francisco de Sousa and Paulo Freire. In the methodological question we use the qualitative approach for the investigation, with exploratory and explanatory characteristics. Our analytical course was guided in terms of the Extended Case Method, as defined by Boaventura de Sousa Santos. The data collection was performed in the quilombo community of Castainho and in the Virgilia Garcia Bessa Municipal School, both located in the municipality of Garanhuns in the southern hinterland of Pernambuco, through participant observation, informal conversations and semi-structured interviews, with Three different groups, quantifying in fifteen subjects of the research, among them: the elderly quilombolas, the young people and children enrolled in the community school and professionals of that school, providing us with our source of information. Our final considerations point to an educational process alien to the historical and socio-cultural specificities of African, Afro-descendant and Quilombola roots. In the question of identity, we perceive the conflict in the identity conception of quilombola youths and children inserted in the school institution of the community, in this way they constitute a universe of social and racial segregation. On the memory, we note the importance of this for the preservation and perpetuation of the epistemes of the black population, as well as, as an encouragement of identity. Within the scope of the Virgilia Garcia Bessa Municipal School and educational practice, we also noticed the absence of specific curricular guidelines for quilombola communities. In these terms, the educational process does not contribute effectively to the breakdown of the historical conditions that subordinate the black population in Brazilian territory, this reality provokes a series of conflicts, from the curricular proposals to the very recognition of the young people and children as quilombolas.