Identidades e memórias: um estudo sobre as práticas educativas quilombolas na Escola Municipal São Luiz na Macambira em Lagoa Nova/RN (C.2003-2020)
This dissertation is the result of a research carried out in the Remaining Community of Quilombo da Macambira, located in the municipality of Lagoa Nova-RN. Its main objective is to analyze to what extent, and how, the São Luiz Municipal School carries out its Political Pedagogical Project - alig...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/47172 |
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| Resumo: | This dissertation is the result of a research carried out in the Remaining Community of
Quilombo da Macambira, located in the municipality of Lagoa Nova-RN. Its main
objective is to analyze to what extent, and how, the São Luiz Municipal School carries
out its Political Pedagogical Project - aligned with the local history of the community and
specific legislation for Quilombola Education, between the years 2003 to 2020. still
historically contextualize Macambira, where students live and other actors in the school
community work; discusses the Ethnic Racial Curriculum Guidelines; investigates
whether Quilombola School Education as an affirmative public policy, through Law
10.639/03, is being applied in schools; presents a brief contextualization of the school's
history and reflects on its physical and structural conditions; it makes some reflections
on the curriculum in action, in order to understand how quilombola education is taking
shape as a teaching modality. Methodologically, we work with the resources of oral
history through the individual and collective memory of the community and a reflection
is elaborated based on a bibliographic set relevant to the theme. The research also has a
qualitative evaluative nature, since we applied questionnaires in the form of interviews
with residents, teachers and professionals who worked at the School. The results reveal
that Quilombo School Education has been gaining ground in the public policy scenario,
although it still faces many challenges to be implemented on the ground of Brazilian
schools. At Escola Municipal São Luiz, we identified numerous infrastructure problems
and the lack of a PPP that would dialogue with the reality of the community. However,
during the course of this research, the school underwent a reconstruction, the first
continuing education focused on Quilombola School Education took place, and the
pedagogical team began to articulate itself in the process of rewriting and updating the
school's PPP. As a final product, we built a didactic material (memory box) and a page
on the world wide web to help teachers and students in local history classes, as well as to
promote the community's political visibility. |
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