Práticas pedagógicas e os sentidos de negritude na educação escolar quilombola da E. M. E. F. Achilles Ranieri na Comunidade de Matias no município de Cametá-PA.

Abstract

This research analyzed the pedagogical practices and senses of blackness at E. M. E. F. Achilles Ranieri, which is settled in the quilombola community of Matias, municipality of Cametá-PA. Based on the understanding of the theoretical and methodological contributions of the Education for Ethnic-Racial Relations in Brazil and the Quilombola School Education, Which have emphasis in epistemological, pedagogical, and didactic bases of teaching aiming the black people, I developed the following research questions: Which senses of blackness are produced in the pedagogical practices of E. M. E. F. Achilles Ranieri teachers? What curricular contents are taught in the pedagogical practices? What mechanisms and strategies are used to meet the needs of black and quilombolas students of Matias to develop an education with social equity? I established as objectives of the research: Investigating the pedagogical practices and the senses produced by them at E. M. E. F. Achilles Ranieri considering the National Guidelines for Quilombola School Education; To analyze the curricular contents that guide the pedagogical practices for negritude in the quilombola school of the community of Matias; Analizing the relationships and strategies of pedagogical practices that promote racial, cultural, and social equity in the quilombola school context. Beyond the qualitative research, I combined the bibliographic with the local study (participant observation and closed interviews (DRP) and semi-structured). I noticed that there are pedagogical practices of teachers which resonate the senses of blackness based on ancestry, but also, there are those who are still very attached by the contents of their subjects, for issues related to formation, curriculum and lack of PPP.