Pesquisa-ação, formação docente e construção de práticas decoloniais: um estudo em uma escola quilombola do interior da Bahia.

Abstract

This research entitled “Action Research, Teacher Training and Construction of Decolonial Practices: a study in a quilombola school in the interior of Bahia” seeks to “analyze the perceptions and conceptions of teachers about teaching practices constructed from a training process based on the principles of collaborative action research, based on the concepts of interculturality, decoloniality, as well as the knowledge produced by the local community, in a quilombola school in the municipality of Wenceslau Guimarães - Bahia”. The research in question was configured in two phases. The first took place through an immersion in the quilombola community of Nova Esperança to understand how the community is organized, the cultural repertoires, in addition to identifying what knowledge and wisdom the group has produced. In the second phase, a collaborative-critical action research was developed with the teachers of the initial years of Elementary School to promote decolonial educational practices. Action research was used as the research method and the data produced were analyzed through the lens of Discursive Textual Analysis (DTA) by Roque Moraes and Maria do Carmo Galiazzi. It is worth noting that this study is divided into six chapters. Based on the data collected and the analyses carried out, it is possible to infer that there were signs of changes in the teachers' conceptions and perceptions about the concepts of interculturality and decoloniality and the possible dialogues with education and the educational practices developed by the teachers. Furthermore, the teachers presented us with positive perspectives regarding the understanding of the legal frameworks that support Quilombola Education and the importance of mobilizing the knowledge produced by the community in their educational practices, with a view to building possibilities for a critical intercultural curriculum. Although it does not present a dense and profound theoretical discourse on the concepts, the teachers collaborating in this study demonstrated through the final interviews that they recognize the importance and potential of critically inserting the knowledge and culture of Nova Esperança into their practices and see student protagonism as a possibility of strengthening the community and the quilombola identity. It was possible to perceive that Action Research constitutes, both as a conceptual and methodological field, with the potential to promote other perspectives in the perceptions of teachers, since its dialogical model mobilizes teachers, their knowledge and conceptions about school/education to the center of the training process. It is important to highlight that teacher training is a two-way street, and this aspect emerged as a result, since the interest in training necessarily needs to cross the one for whom it is intended and who considers a potential collaborator in the process. Even though this is a reciprocal path of interests, we can infer from the training developed that the positive results observed in the teachers' conception of the themes highlighted in this study reverberated in the school and, in some way, were reflected in the educational practices developed by the teachers who did not participate in the training or who were present in few meetings. This data reinforces and corroborates the importance of action research in the development of continuing teacher training in the country.