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Educação escolar Quilombola na Comunidade de Santiago do Iguape/Ba: um olhar reflexivo sobre a interculturalidade e (re)construção de identidade de educandos em perspectiva inovadora
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Advisor(s)
Abstract(s)
A proposta desta pesquisa surgiu por entendermos que a educação escolar quilombola traz em
si a intenção de questionar e quebrar a uniformidade do currículo escolar e de seus conteúdos
que desconsideram a realidade e a história das comunidades em que a escola e os escolares
quilombolas estão inseridos. Entendemos que a escola tem a sua contribuição a dar ao
processo de (re)construção de identidade de escolares quilombolas, sendo este um tema muito
atual, pouco explorado, que resulta, principalmente, do pouco conhecimento sobre o que deve
ser “educação escolar quilombola” e como estruturar e conduzir bem o processo de educar
crianças e jovens quilombolas. Assim, o presente estudo teve como propósito compreender e
analisar um determinado processo pedagógico, cuja pretensão era implantar as Diretrizes para
a educação escolar quilombola e propiciar a (re)construção da identidade dos escolares.
Partimos dos seguintes questionamentos: O processo pedagógico na educação escolar
quilombola desenvolvida na Comunidade de Santiago do Iguape (BA/Brasil) está propiciando
aos escolares uma aprendizagem significativa, por aproximação intercultural entre o saber
popular e o saber escolar, tendo em vista a (re)construção das suas identidades como
quilombolas? Podemos considerar as práticas que aí ocorrem como uma inovação
pedagógica? De acordo com os resultados da pesquisa etnográfica, que utilizamos como
procedimento metodológico, concluímos que tanto a estratégia quanto as dinâmicas das
classes e os resultados do processo de ensino e aprendizagem nos permitem considerar como
inovadora a prática pedagógica observada, pois os escolares alcançaram aprendizagem
considerada significativa, tendo vivenciado um processo de construção gradativa de
aprendizagem, tendo por base a sua própria realidade que ao mesmo tempo em que lhes serviu
de fonte de informações, também lhes permitiu saber sobre características e significados
daquele espaço quilombola, sua história e sua essência intercultural, evidenciando e
reforçando seus vínculos e sua razão de pertencimento.
The purpose of this research arose because we understand that quilombola school education brings with it the intention to question and break the uniformity of the school curriculum and its contents that disregard the reality and history of the communities in which the quilombola school and students are inserted. We understand that the school has its contribution to give to the process of (re) building the identity of quilombola schoolchildren, this being a very current theme, little explored, which results, mainly, from the little knowledge about what “quilombola school education” should be. ”And how to structure and conduct the process of educating quilombola children and young people. Thus, the present study aimed to understand and analyze a particular pedagogical process, the intention of which was to implement the Guidelines for quilombola school education and provide the (re) construction of the students' identity. We start from the following questions: Is the pedagogical process in quilombola school education developed in the Community of Santiago do Iguape (BA / Brazil) providing students with meaningful learning, by intercultural approach between popular knowledge and school knowledge, in view of (re ) construction of their identities as quilombolas? Can we consider the practices that occur there as a pedagogical innovation? According to the results of the ethnographic research, which we use as a methodological procedure, we conclude that both the strategy and the dynamics of the classes and the results of the teaching and learning process allow us to consider the observed pedagogical practice as innovative, since the students achieved considered learning significant, having experienced a process of gradual construction of learning, based on their own reality which, at the same time that it served as a source of information, also allowed them to know about the characteristics and meanings of that quilombola space, its history and its intercultural essence , evidencing and reinforcing their bonds and their reason for belonging.
The purpose of this research arose because we understand that quilombola school education brings with it the intention to question and break the uniformity of the school curriculum and its contents that disregard the reality and history of the communities in which the quilombola school and students are inserted. We understand that the school has its contribution to give to the process of (re) building the identity of quilombola schoolchildren, this being a very current theme, little explored, which results, mainly, from the little knowledge about what “quilombola school education” should be. ”And how to structure and conduct the process of educating quilombola children and young people. Thus, the present study aimed to understand and analyze a particular pedagogical process, the intention of which was to implement the Guidelines for quilombola school education and provide the (re) construction of the students' identity. We start from the following questions: Is the pedagogical process in quilombola school education developed in the Community of Santiago do Iguape (BA / Brazil) providing students with meaningful learning, by intercultural approach between popular knowledge and school knowledge, in view of (re ) construction of their identities as quilombolas? Can we consider the practices that occur there as a pedagogical innovation? According to the results of the ethnographic research, which we use as a methodological procedure, we conclude that both the strategy and the dynamics of the classes and the results of the teaching and learning process allow us to consider the observed pedagogical practice as innovative, since the students achieved considered learning significant, having experienced a process of gradual construction of learning, based on their own reality which, at the same time that it served as a source of information, also allowed them to know about the characteristics and meanings of that quilombola space, its history and its intercultural essence , evidencing and reinforcing their bonds and their reason for belonging.
Description
Keywords
Aprendizagem significativa Educação escolar Quilombola Inovação pedagógica Interculturalidade (Re)construção de identidade Meaningful learning Quilombola School Education Pedagogical innovation Interculturality (Re)construction of identity Currículo e Inovação Pedagógica . Faculdade de Ciências Sociais