Literatura afro-brasileira e africana: construindo caminhos para a educação quilombola na Unidade Integrada Pontal no município de Bequimão/MA

• Ano de defesa: 2020
• Autor(a) principal: FERREIRA, Lucileide Martins Borges
• Orientador(a): NUNES, Antonio de Assis Cruz
• Banca de defesa: NUNES, Antonio de Assis Cruz , MELO, José Carlos de , REIS, Maria da Conceição dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO II/CCSO
• País: Brasil
• Palavras-chave em Português: Literatura Afro-brasileira e Africana; Educação Quilombola; ensino.
• Palavras-chave em Inglês: Afro-Brazilian and African literature; Quilombola Education; teaching.
• Área do conhecimento CNPq: Letras
• Link de acesso: https://riufma.ufma.br/handle/tede/4257

The research deals with Afro-Brazilian and African literature in quilombola school contexts. The study is organized in two parts, namely: the theoretical and empirical. In the theoretical part, conceptual categories about literature are described in general and in Brazil. The Literature is evidenced as a pedagogical instrument to approach Afro-Brazilian and African History and Culture. Continuing with the theoretical part, a description was made about the path of insertion of Afro-Brazilian and African History and Culture in the Basic Education curriculum at the level of Brazil and Maranhão. Concluding the theoretical part, the study makes an analytical description about the National Curricular Guidelines for Quilombola School Education. In the empirical part, there is a description of the characterization of the Pontal Integrated Unit; the research methodology; analyzes and interpretations of research data; and intervention through the educational product. The general objective of the research was to investigate how the teaching of Afro-Brazilian History and Culture is developed in the Early Years of Elementary Education at the Pontal Integrated Unit, with a view to building a didactic guidance book on Afro-Brazilian and African literature as an instrument for materializing the contents related to the theme. The main bibliographic sources used were: Souza and Vieira (2016), Silva, Ferreira and Faria (2011); Silva and Silva (2015), Mariosa and Reis (2011); Lima (2005), Candau (2012,2016); Souza (2005,2006), Duarte (1993), Zilberman (2006), Souza and Lima (2006) and Fonseca (2006). Our research used the Instrumental Case Study with the procedure method. The research participants were teachers from the 1st to the 5th year, the pedagogical coordinator and the students of the classes selected for application of the product. The instruments for data collection were interview, non- participant observation, questionnaire and form. The research concluded that the use of literature as an instrument to approach Afro-Brazilian and African History and Culture, at the Pontal Integrated Unit, made it possible to develop activities that contributed to the recognition and appreciation of aspects of the history, culture and identity of African descendants, as recommended by the National Curriculum Guidelines for Quilombola School Education.