Educação e escolarização quilombola: construções político pedagógicas em Brejo dos Crioulos MG

• Ano de defesa: 2013
• Autor(a) principal: Santos, Cynthia Adriádne
• Orientador(a): Franco, Monique Mendes
• Banca de defesa: Santos, Renato Emerson Nascimento dos , Silva, Tânia Dauster Magalhães e
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - Processos Formativos e Desigualdades Sociais
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: BR
• Palavras-chave em Português: Educação quilombola; Cultura escolar; Diretrizes curriculares; Política educacional; Territorialidade; Educação; Quilombos (Minas Gerais)
• Palavras-chave em Inglês: Quilombola education; School culture; Curriculum guidelines; Educational policy; Territoriality
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/9929

Nowadays, the quilombola movement has been presenting a demand for educational programs for its own people, following the demand for political legimacy of its century long occupied territory, as well as demands to other rights for this traditional people. The elementary education and schooling process in a quilombola territory such as Brejo dos Crioulos in Minas Gerais, under a perspective of differentiated education (culturally guided), could be related to a political dimension of the quilombola s urge for reckoning and legitimacy of their territory, way of life, identity, culture and history. Through this investigation, we have mapped and analyzed the educational process in Brejo dos Crioulos indicating their curriculum proposals, the advances in that matter, and also their limits relative to the formulation and implementation of programs directed for the local education development. The investigation in this specific quilombola territory, under the format of a qualitative research, has pointed the actions of the local quilombola movement, its local collective identity and the territoriality related to the political program cycles in force, as Law 10.639/03, updated by the Law 11.645/08 and the curriculum guidelines that change the Law 9.394/96, with the objective of including the subject Afro-Brazilian and Indigenous Culture and History in Brazil s official teaching curriculum; as well as the Curriculum Guidelines for Quilombola Education (CNE/CEB 16/2012), approved in June 5th, 2012 approved by the resolution MEC/CNE/CEB number 8, published on November 20th, 2012. Besides the Quilombola s political practices, the educational management practices of São João da Ponte and Varzelândia s Town Halls have been analyzed these are cities located on Northern Minas Gerais, which were encompassed in the territory analyzed. The direct observation method was selected, with insertion in the research field under the explained format, to in-depth mapping and description of the researched territory s daily routine, as well as its political and educational representation, and current change and transformation. Conversational interview was also a method used to document quilombola individuals experience and representation, including teachers, administrators and coordinators involved with education and schooling in Brejo dos Crioulos, besides records in audio, video and field notebook. The criterion for analysis of the collected data was the qualitative method, using, specifically, methodological triangulation to present the research results.