| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.2 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O preconceito e a discriminação vivenciados pelos quilombolas é uma
situação que constrange, segmenta, espolia e sinaliza segregação, e que
dificulta uma prática educacional de acordo comos padrões previstos na
legislação Brasileira. A presente dissertação centra-se nas dificuldades e
desafios que a escola da comunidade quilombola de Santo Antonio dos Pretos
enfrenta para integrar e manter inscritos os alunos em idade escolar.
Utilizamos uma metodologia qualitativa, no padrão estudo de caso.
Recorremos à obervação direta e a questionários, aplicados ao diretor escolar,
a 3 coordenadores escolares, a 10 professores e a 48 alunos, que participaram
de forma livre e voluntária. Durante o trabalho de campo, que durou mais de
nove meses, pudemos circular livremente pelas dependências da escola,
assistir a reuniões, a aulas em sala e a práticas pedagógicas realizadas em
outros espaços escolares. Os principais resultados obtidos demonstram que a
escola ainda não utiliza em seu currículo o ensino de História e Cultura Afro-
Brasileira e Africana na Educação Básica, embora se preocupe em encontrar
novas formas de organização e melhoras do funcionamento escolar, para
responder às necessidades dos alunos. Consideramos que a resolução das
dificuldades encontradas passará também por ações governamentais, pois
torna-se necessário que se verifiquem melhorias nas instalações físicas da
escola, sendo imperioso que a escola se firme e obtenha cada vez mais o
reconhecimento por parte da comunidade Quilombola e da sociedade em
geral, como um espaço de produção de saberes, um espaço social, cultural,
educativo e ecológico, que existe para servir (e serve) aos estudantes.
The prejudice and discrimination experienced by the quilombolas is a situation that constrains, segregates, disturbs and signals segregation, and which hinders an educational practice in accordance with the standards established in Brazilian legislation. This dissertation focuses on the difficulties and challenges that the school of the quilombola community of Santo Antonio dos Pretos faces in integrating and keeping enrolled students of school age. We used a qualitative methodology, in the standard case study. We used direct observation and questionnaires, applied to the school director, 3 school coordinators, 10 teachers and 48 students, who participated in a free and voluntary way. During fieldwork, which lasted more than nine months, we were able to move freely around school premises, attend meetings, classrooms and pedagogical practices held in other school spaces. The main results show that the school does not yet use the teaching of Afro-Brazilian and African History and Culture in Basic Education, although it is concerned with finding new ways of organizing and improving school functioning, in order to respond to students' needs. We consider that the resolution of the difficulties encountered will also go through governmental actions, as it is necessary to make improvements in the physical facilities of the school, and it is imperative that the school stands firm and obtains more and more recognition by the Quilombola community and society in general, as a space for the production of knowledge, a social, cultural, educational and ecological space that exists to serve (and serve) the students.
The prejudice and discrimination experienced by the quilombolas is a situation that constrains, segregates, disturbs and signals segregation, and which hinders an educational practice in accordance with the standards established in Brazilian legislation. This dissertation focuses on the difficulties and challenges that the school of the quilombola community of Santo Antonio dos Pretos faces in integrating and keeping enrolled students of school age. We used a qualitative methodology, in the standard case study. We used direct observation and questionnaires, applied to the school director, 3 school coordinators, 10 teachers and 48 students, who participated in a free and voluntary way. During fieldwork, which lasted more than nine months, we were able to move freely around school premises, attend meetings, classrooms and pedagogical practices held in other school spaces. The main results show that the school does not yet use the teaching of Afro-Brazilian and African History and Culture in Basic Education, although it is concerned with finding new ways of organizing and improving school functioning, in order to respond to students' needs. We consider that the resolution of the difficulties encountered will also go through governmental actions, as it is necessary to make improvements in the physical facilities of the school, and it is imperative that the school stands firm and obtains more and more recognition by the Quilombola community and society in general, as a space for the production of knowledge, a social, cultural, educational and ecological space that exists to serve (and serve) the students.
Description
Keywords
Educação Quilombola Educação formal Inclusão Currículo Quilombola education Formal education Inclusion Curriculum
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação