Geografias de quilombos: memórias e histórias ancestrais do Matão-PB no contexto da educação geográfica

• Ano de defesa: 2023
• Autor(a) principal: Barros, Marta Oliveira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Geografia; Programa de Pós-Graduação em Geografia; UFPB
• Palavras-chave em Português: Geografia; Educação básica - Educação geográfica; Geografias de quilombos; Narrativas autobiográficas; Memórias ancestrais; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/29491

Historiccally, the remaining quilombola communities in Brazil face several obstacles to garante the rights and maintenance os their ancestral territories, and also in relation to the reaffirmation of territorial identity. In this context of identity struggles, it becomes relevant to discuss the teaching of geography in quilombola schools, within the perspective of valuing and recognizing territorial identity, based on the memories and (auto) biographies of the oldest people in that place. Therefore, this doctoral thesis in Geography, in the line of research “Geographic Education”, from the Federal University os Paraíba, has as object of study the ancestral (auto)biographical memories of the Matão-Paraíba community and its repercussions for Geographic Education in the perspective of to enhance local identity. Wanting to contribute to the construction of new pedagogical practices related to this theme, I established as an objective of this research to understand how (auto)biographical narratives can contribute as a basis and reference for the strengthening of the local identity of quilombola students, in the context Geographic Education, with the intention of (re)constructing significant geographic knowledge about the quilombo. The thesis was developed in the form of a qualitative research, anchored in the theoretical-methodological principles of (auto) biographical research, inscribed and written from the memories of eight (8) older people, two (02) men and six (02) 06) women from the remaining quilombola community of Matão, located in the municipality of Gurinhém, rural Paraíba. The six (06) teachers also participated, all of whom have more than ten (10) years of work experience at the José Rufino Elementary School, in Matão. In addition to narratives, were used as theorical references to discuss quilombo issues, memory, intergeneration, identity, curriculum and Geographic Education, with the following authors: Munanga (1999); Souza (2008); Halbwachs (2006); Chauí (1994); Pollak (1989); Bosi (2012); Freire (2000); Callai (2005), Pinheiro (2020), Portugal (2013) between others. The study evidences that memories and life stories of the people of Matão-PB constitute specific geographic knowledge and practices of reality quilombola socio-espacial. Consequently this research defends the inclusion of quilombola ancestral memories and life stories as a source and reference in school geographic training in the perspective of Geographic Education, because the study of quilombo geographies, in which they are composed of diverse geographical knowledge, it is configured as one of the educational paths of affirmative perspective of territorial identity, in which they allow students to understand the knowledge built in daily life, which are transmitted (passed on) from generation to generation through orality, which will consequently contribute to a meaningful teaching of the world where your life happens. Therefore, this thesis proposal will serve as a reference for the study of geography in the analyzed community, as well as as in other quilombola communities