Formação, docência e saberes culturais na Escola Quilombola 4 de Março.

Abstract

In the present context, it will be necessary to discuss the applicability of the laws that determine the modification of the school curriculum for insertion of studies on indigenous, afro-brazilians and quilombolas in formal education. In this perspective, the proposal to discuss the issue of teacher training in quilombola schools in one of the most well - populated regions of quilombo, specifically in the Rio Genipaúba, in the Municipality of Abaetetuba, State of Pará, arises. In this way, to understand the process of continuous formation of the teachers and teachers who work in that locality, analyzing to what extent this training contributes to the changes of the teaching practices, to the one that talks about the ethnic racial questions constitutes the general objective of the dissertation, while the specific objectives are: Analyze the process of continuing teacher training; To discuss how the teachers incorporate in their teaching practices the guidelines of Laws 10.639 / 03 and 11.645 / 08, and assume in the educational practice in the classroom in the appreciation of the cultural knowledge of the quilombola students; To analyze how the courses of continuing training of quilombola teachers problematize and discuss racial ethical relations based on the specific legislation that deals with this topic. The present work deals with a case study of the investigated reality. As theoretical reference we have Freire (1996), Nóvoa (1992), Tardif (2002), Godoy (1995). To value the knowledge and culture of traditional peoples, materializing the demystification of the lack of quilombos in the Amazon, since the very narrative of the peoples of the community locus of the research indicates the existence of quilombos and their insertion in the social context, which helps to conclude that in the school that is the object of the research there is a continuous formation of the teachers who seek a more directed qualification for the updated and contemporary understanding of the formal education, especially with regard to the cultural, regional and social aspects of the quilombolas.