PEDAGOGICAL PRACTICES FOR CULTURAL AND IDENTITY VALUE OF TRADITIONAL QUILOMBO TERRITORIES

Abstract

The Afro-Brazilian population living in traditional quilombola territories lacks an inclusive educational process that understands the individual and collective particularities of its students, while respecting the values, customs and traditions of its people. The objective of this study is to discuss how pedagogical practices that promote the cultural and identity of the remaining black people of quilombos can be developed in quilombola schools. The methodology used was field research, carried out in a quilombola school in Matões do Norte-MA. Semi-structured interviews were used to collect data with the school's pedagogical coordinators and teaching staff. As a result, it was possible to produce a series of didactic guidelines exploring quilombola culture, which are favorable to the construction of teaching practices focused on valuing the traditional knowledge of the territories. The conclusions point to the importance of strengthening the teaching process based on the appreciation of the knowledge, culture and tradition of the quilombola population.