As práticas pedagógicas de valorização cultural e identitária do povo negro remanescente de quilombo na escola municipal Santo Antonio III – Matões do Norte-MA

Abstract

The study PEDAGOGICAL PRACTICES OF CULTURAL AND IDENTITY VALUE OF THE REMAINING BLACK PEOPLE OF QUILOMBOS IN THE SANTO ANTONIO III MUNICIPAL SCHOOL - MATÕES DO NORTE-MA aims to investigate the pedagogical practices of cultural and identity appreciation of the remaining black people of quilombos in the Santo Antônio III quilombola school, in the municipality of Matões do Norte-MA, in light of the National Curricular Guidelines for Quilombola School Education, with a view to developing a Didactic Guidelines Booklet that contemplates

the appreciation of the black quilombola identity. The qualitative research used semi- structured interviews applied to the pedagogical coordination of rural education, the

supervisor, the manager and a 4th grade elementary school teacher at the Santo Antônio de Matões do Norte Municipal School. The present work brings as main bibliographic sources the works of the following authors: Campos, (2014); Carvalho (2020); Cruz (2008); Ferreira (2021); Souza (2012); Gay and Quintans, (2014); Nascimento (1980); Moura (1981); Schwartz (2018). The study is organized into six sections, described below: Initially, in the introduction, we present the theoretical framework, the problems and the objectives of the research. Then, in the second section, the quilombos are characterized as symbols of resistance of black populations, as places of knowledge and preservation of cultural memory, both in the past and in the present. The third section focuses on approaches to the Quilombo Santo Antônio and its challenges to survival, with an emphasis on the Tambor de Crioula culture and the popular knowledge that needs to be told. Section 4 portrays Quilombola School Education, contemplating the challenges for the construction of pedagogical practices that value the remaining black people of the quilombo. In section 5, we develop a study on the pedagogical practices of cultural and identity valorization of the remaining quilombos in the context of the Santo Antônio III School, with a focus on the curriculum and the valorization of the black quilombola identity. This section also presents the Organization of the Teaching Guidelines Booklet on Pedagogical Practices for Cultural and Identity Appreciation of the Black People Remaining from Quilombo as an educational product of the research, and how it is presented. Next, the final considerations described in section 6. Regarding the results of the study, we understand in this investigative process that some advances have been achieved over the years, such as the legal support guaranteed by a set of laws aimed at the implementation of quilombola education as guaranteed rights. Although the advances are recognized, we conclude that we still encounter situations of negligence in the applicability of a teaching that focuses on developing students' learning based on the appreciation of the knowledge of their ancestors, disentangling the myths told about the history of the country with Eurocentric supremacy, rescuing memories that have been invisible for centuries. Therefore, we hope that the tools to be used in this dissertation will help teachers and education professionals in developing their pedagogical practices of cultural and identity appreciation of the remaining black people of quilombos, as well as helping students to respect the knowledge and ancestry of their people.