As diretrizes curriculares nacionais para a educação escolar quilombola: um estudo no Estado do Pará.

Abstract

The object of this study is the National Curriculum Guidelines for Maroons' School Education (DCNEEQ) in basic education in the state of Pará. The general objective is to analyze the Curriculum Documents referring to basic schooling in the state of Pará in interface with the DCNEEQ. Thus, the work is linked to the scope of the Postgraduate Program in Education in the Amazon, the line of research Education in the Amazon: educator training, pedagogical praxis and curriculum, which articulates issues related to the training of Amazonian educators and their pedagogical praxis to the curricular debate, and is subsidized by the financial seal of the Coordination for the Improvement of Higher Education Personnel (Capes). In this way, the substance of the investigation was based on the formulários of the Specialized Literature on Education for Ethnic-Racial Relations in: Gonçalves and Silva (2000); Gomes (2003); Coelho and Coelho (2018); Coelho and Soares (2016); and Silva, Régis and Miranda (2018). In Maroons' School Education, we used: Miranda (2012; 2018); Silva, G. (2012; 2014); Arruti (2017); Carril (2017); Carvalho and Dias (2017); and Custódio and Foster (2019). In Educational Policies, regulations and regulations, we point out: Barroso (2005); Mainardes (2006); and Duarte (2010). The interpretative side was based on Bourdieu's (1989; 2003; 2013) conceptual notions of habitus, field, capital, agent, refraction and discursive strategies, anchored in the conceptual notions of Curriculum in: Apple (1979; 1995; 2001; 2006); Silva (1996; 2005); and Sacristán (2008; 2013). Laws in Thompson (1987) and, to shape the concept of Maroons', we used: Moura (2020); Nascimento (2019); and Gomes (1996; 2006). The data was structured methodologically based on the content analysis (Bardin, 2016). The documentary corpus, the basis for the analysis, consists of: academic productions that focus on Maroons' School Education in Brazil, the State Education Plan for the state of Pará, the Curriculum Document for Early Childhood Education and Primary Education in the state of Pará (DCEFEF), the Curriculum Document for Secondary Education in the state of Pará (DCEM) and the Lattes CVs of the agents who drafted the aforementioned documents. As a complementary source, we used the National Common Curriculum Base (BNCC) and Law No. 13,415 of February 16, 2017 (High School Reform). The systematization of the data followed the metric of three structural movements: 1. The place of the DCNEEQ in a legal, conceptual and academic approach; 2. The Profile of the Pará State Education Plan based on the discursive strategies and the profile of the drafting agents; 3. The profile of the DCEIEF and DCEM of the state of Pará and their respective drafting agentes, both profiles articulated and tensioned by the DCNEEQ. Thus, we point out that Maroons' School Education has been affected by social, political, legal and educational tensions and articulations under the aegis of a habitus refracted from the conformation of economic and cultural fields and capitals, whose agents with autonomy to establish the rules compete between a Eurocentric cultural hegemony and codified by the neoliberal code, disputing space with an intercultural epistemological perspective under the gaze of culturally differentiated peoples. This process has led to advances and setbacks in the regulatory legislation that forms and shapes the organic and reliable construction of an education based on ancestral and, notably, anti-racist school knowledge.