EDUCATIONAL TERRITORIES: INTEGRATING TRADITIONAL QUILOMBOLA PRACTICES INTO ELEMENTARY SCHOOL

Abstract

The geographies of quilombola territories are constantly challenged as curricular components. The texts of the textbooks hardly address quilombola histories and regionalities as important knowledge in the process of the historical constitution of Brazil. Thus, our challenge was to act at the interface of educational research, considering the difficulties and peculiarities of Quilombola School Education. At this point, to transform the knowledge acquired and the production of knowledge possible in the school of the quilombola territory of Sapê do Norte. The methodological process relied on participant observation of the Oral History methodology, also initially considering semi-structured interviews. The subjects researched are Guardians of the practice of Jongo, who work by disseminating generational, ancestral and ritualistic knowledge The research enabled the involvement of 9th grade students from the Municipal School of Elementary Education Dr. Mário Vello Silvares, who as discursive agents created several possibilities of adapting knowledge to the curriculum practiced. We present the results of a research on Quilombola School Education whose theme is Quilombola School Education. Our objective was to rescue memories of the women of Jongo de Conceição da Barra, valuing their faith and resistance, through narratives and, from them, identify how they can relate and create new dialogues with the school curricula. The methodological path of the research comprises qualitative discourse analysis, considering a preliminary diagnosis of the knowledge disseminated or not in the school, the interfaces of the discussions on Quilombola Education and the narratives of women in/from the territory. The methodological path articulates oral history with semi-structured interviews. Our subjects are four black women from the Quilombola Community of Linharinho and the process of "translation" and as a basis of study we used the school in quilombola territory EMEF. Dr. Mário Vello Silvares with 9th grade students who intensely experienced quilombola cultures during the research process. As a result, we identified that jongueira women are sources of maintenance of quilombola territorialities, as they preserve practices of knowledge, identity and citizenship, strengthening the formation of female leaders necessary for the exercise of composition of school curricula for the valorization of the black population and understanding of an Anti-racist Education.