Currículo e diálogo cultural na construção da educação quilombola na Escola São Tomé no município de Abaetetuba/PA.

Abstract

The present research, entitled Curriculum and Cultural Dialogue in the construction of Quilombola Education at the São Tomé school in the municipality of Abaetetuba /PA, sought to inquire how the quilombola school works the curriculum and to what extent cultural dialogue takes place in the processes of student formation. As a research problem I have the following question: how has the curriculum and the cultural dialogue in the construction of quilombola education worked in the São Tomé school? The objective of the research was to analyze the curriculum and cultural dialogue in the construction of quilombola education in the São Tomé school, considering the culture, identity and reflexes in the formation of the teaching-learning construction of the students. The theoretical conceptions of Giroux (1986), Laraia (2006), Moreira (1990), Apple (1994), Gesser (2002), Adiron (2007), Pinto (2007), Mattos (2009), Klein (2010), Gomes (2011), among others, and legal instruments, brought contributions in conceptual and theoretical terms about the curriculum and cultural dialogue in the construction of quilombola education, demonstrating the contradictions of thought and pedagogical practices in that school, as well as critiques, reflections and propositions to think about the school quilombola from the local historical and cultural realities inserted in the curriculum and dialogue. As for the methodology, a qualitative approach was chosen with emphasis on ethnography, which included the social reality of the researched context of the São Tomé quilombola school, including observations, semi-structured interviews and reports from people in the community. After data collection, the information was submitted to analysis, interpretation, description and articulated with the theoretical foundations to obtain results. Finally, the research showed that the educational problems of the São Tomé quilombola school are due to situations of non-adaptation of the curriculum and dialogue to school reality; lack of political commitment from the Education Department of Abaetetuba, in not respecting the specific legislation that guarantees a differential treatment in the quilombola school; devaluation of culture and identity; students' disinterest in part in school learning and a standard curriculum model for all schools in urban and rural areas, which, to a certain extent, retrace or learn the students of the São Tomé quilombola school.