A prática docente em escolas quilombolas no município de Lagoa dos Gatos: uma análise a partir do pensamento decolonial.

Abstract

This text is the result of the Master's research carried out in the line of Education and Diversity of the Post-Graduate Program in Contemporary Education (master's course), at the Federal University of Pernambuco-UFPE, Centro Agrico Academico. In this research we have as a problem question: What are the relationships between traditional knowledge and school knowledge of teaching practice in the quilombola schools of Pau Ferrado and Cavuco? In this sense, the objective of this research is to understand the relationship between traditional knowledge and school knowledge of teaching practice in the quilombola schools of Pau Ferrado and Cavuco. The specific objectives of this research are: I) to identify and characterize the traditional knowledge of the Quilombola Communities of Pau Ferrado and Cavuco; II) to identify and characterize the traditional knowledge that was schooled, present in the teaching practice of the researched schools; and III) to analyze the place, the time and the way that traditional knowledge is worked in teaching practice. We are affiliated with the Decolonial Thought approach that constitutes itself as a political-epistemological option based on the dialogue with the authors: Grosfoguel, 2007; Mignolo, 2003, 2005, 2008; Quijano, 2002, 2005; and Walsh, 2006, 2008, 2010, among others, that allow us to reflect and question the place that is placed in history and in society for black people, among them quilombolas. Linked to this discussion, we also address reflections on the Education of Ethnic-Racial Relations from the authors: Munanga (2009); Gomes (2012); and Hall (2003). We adopted documentary research (OLIVEIRA, 2007), semi-structured interview (FRASER; GONDIM, 2004) and Content Analysis via Thematic Analysis as a theoreticalmethodological procedure (BARDIN, 1977; VALA, 1990). The research field were schools located in quilombola territory (in the communities of Pau Ferrado and Cavuco) in the municipality of Lagoa dos Gatos-PE, with three (3) teachers, 2 leaders (one from each community) and 1 a quilombola representative (former secretary of the Pau Ferrado quilombola association). In dialogue with the collaborating subjects, we understand that each Quilombola Community, permeates knowledge according to its specificities, as they are ways of life, religiosity, cultures and resistance typical of these collectives. We identify that the traditional knowledge of the Quilombola Communities of Pau Ferrado and Cavuco are present in two perspectives; first, from the origin; second, the manifestation of this knowledge in your daily life. The results indicate that the teaching practices of the teachers who teach in these communities rehearse a Quilombola School Education, but there is still a need for a dialogue in the perspective of Intercultural Education providing the look for a Quilombola School Education that is not only done with the presence of physical space institutionalized in the place of experience of these subjects, but of an education correlated with the knowledge that is part of the community.