Construção de pertencimento a partir do espaço geográfico: ancestralidade e topofilia no Centro de Ensino Quilombola Rafaela Pires, no quilombo Santa Rosa dos Pretos, Itapecuru-Mirim/MA

Abstract

The present research aims to analyze how the teaching of geographic space combined with topophilia in Geography classes, at CEQ Rafaela Pires, can contribute to the construction of the students' sense of belonging and to the valorization of the quilombola ancestral identity, having in view of the elaboration of a didactic guidance notebook for Geography teachers in Santa Rosa do Pretos, in Itapecuru, Maranhão. Allied to this objective, others are added: a) Mapping elements of affective memories, subjectivities, experiences of the residents, such as students from the Quilombola community of Santa Rosa dos Pretos, seeking to characterize how the feeling of belonging to this place (topophilia) is built by them (es); b) Understand how this mapping can contribute to the construction of a cartography of emotions, symbols of the community in order to become a manual of didactic guidelines for classes on geographic space, topophilia and quilombola ancestry; c) Identify how the teaching of geographic space combined with topophilia, in Geography classes at CEQ Rafaela Pires, can contribute to the strengthening of the quilombola ancestral identity, as well as to the construction of the sense of belonging of the students of the Santa Rosa dos black; d) To analyze if there are in the pedagogical practices of the Geography teacher at CEQ Rafaela Pires, and in that institution, in general, references to studies, debates of inclusive and anti-racist Quilombola School Education and e) To investigate didactic-pedagogical methodologies of teaching the allied geographic space topophilia, with a view to combating racism, at CEQ Rafaela Pires.Thus, the first section describes the Introduction, in which we present the motivations, relevance, problematization and objectives of this research. The second section analyzes Quilombola School Education: contexts and general characteristics. The third section addresses geographic space, place and topophilia: weaving relationships, in which we will address concepts of geographic space, place and topophilia. The fourth section discusses the methodological steps of the research, such as the characterization of CEQ Rafaela Pires, the type of research (qualitative, instrumental and applied case study), the subjects participating in the investigation (high school Geography teacher), the school manager and the oldest residents of the community. As data collection instruments we will use semi-structured interviews, questionnaires, systematic observation and for data analysis we will adopt content analysis. And, finally, the fifth section presents concluding considerations. The fifth section presents the Dissertation Plan, which describes the steps to be carried out. The fabric of this research is theoretically based on academic studies by Adiche (205), Caldart (2003), Campos(2018),Carril (2017), Miranda (202), Munanga (2005), Nascimento (1985), Nascimento (2002) Pimenta (1996), Santos (1987,2006), Souza (2009), Tuan, (1983), . Through this investigation, we concluded, therefore, the need for policies and programs for Quilombola Maranhense School Education, focusing on the training of teachers. There are limitations, in the school investigated, regarding the understanding of Quilombola Law, Quilombola School Education, Anti-Racist Education andAfro-Brazilian History and Culture, on the part of the teachers and especially the students. An aspect that points to continued training as a strategy to support teaching work. It is in this sense that the preparation of the Teaching Guidelines Guide represents a possibility of adding to the teaching materials to be used bythe teachers at Escola Quilombola Rafaela Pires, assisting in their pedagogical practices.