Memória, fé e resistência : contribuições das mulheres do jongo de Linharinho para educação quilombola

• Ano de defesa: 2024
• Autor(a) principal: Julio, Wallace Linhares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Educação; Centro de Educação; UFES; Programa de Pós-Graduação de Mestrado Profissional em Educação
• Palavras-chave em Português: Educação Escolar quilombola; Territorialidades; Memória; Comunidade Quilombola de Linharinho (Conceição da Barra, ES); Quilombola school education; Pedagogical Practices; Territorialities; Memory; Quilombolas; Jongo; Antirracismo; Quilombos; História oral; Prática educativa; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/18275

The topic of this research is Memory, Faith and Resistance: Contributions of the jongo women of Linharinho to Quilombola Education. It seeks to think about the interfaces of quilombola narratives and their use in the school space. We started with the following questions: How to think about School Education in a quilombola community? How can we rescue the memory of the jongo women of Conceição da Barra, valuing their faith and resistance so that they can contribute to quilombola school education?The absence of this discussion in a school belonging to the Quilombola Territory of Sapê do Norte was the point to think about the research, understanding the process of racial and gender confrontation, but also the narratives that arrive at the school full of Brazilian racist stereotype.In this process, the recovery of the memory of the jongo women of Conceição da Barra presents faith, resistance and memory as its foundation. The specific objectives were: 1) Identify, based on memories, faith traditions, resistance, the aspirations of black women quilombola leaders. 2) Record memories related to jongo, and the desires of women who fight for equity in Linharinho.3)Create a Reference for Anti-Racist Pedagogical Practices for Quilombola Education.The methodological path comprises a qualitative analysis of the discourse, considering a preliminary diagnosis of the knowledge disseminated or not at school, the interfaces of discussions about Quilombola Education and the narratives of women in/from the territory. The research is based on the thematic oral history of four black women from the Quilombola Community of Linharinho and the process of school “translation” carried out by ninth- grade students at EMEF. Dr. Mário Vello Silvares who experienced quilombola culture intensely during visits to the Santa Bárbara Memory Point, whose guardian is Gessi Cassiano. Through this study, it was observed that jongueiras are sources of maintenance of quilombola practices, knowledge, identity and citizenship, strengthen the formation of female leaders and are necessary for the composition of school curricula to value the black population and understand Anti-Racist Education