Experiências discentes de formação inicial no curso de licenciatura em educação escolar quilombola - habilitação pedagogia da Univille.

Abstract

This study aimed to analyze the meanings that the students of the Licentiate in Quilombola School Education - Pedagogical Training at UNIVILLE produce about this experience of initial formation. We emphasize that given the historical claims of Brazilian Quilombola Communities and the Unified Black Movement, in 2010, Quilombola School Education was included in the General Curriculum Guidelines for Basic Education as an educational modality. In 2012, its National Curriculum Guidelines were drawn up. For its implementation in the states, there was a need for teachers with differentiated training, capable of meeting the specificities of Quilombola Communities. Responding to such demand in 2019, the Santa Catarina Department of Education (SED) opened a Public Notice to accredit Higher Education Institutions to offer the Degree in Quilombola School Education - Pedagogy Qualification. In the same year, as a result of the process, the University of the Region of Joinville (Univille) was accredited, and started to offer the course, and this class being the first and only of Licentiate in this modality throughout the state so far. Therefore, the students of this group constitute the interlocutors of this research. The methodological approach was a qualitative and experiential approach, from an analytical and interpretive perspective, through the content analysis technique of Bardin (1977) and Franco (2018), based mainly on the following theoretical framework: Givânia da Silva (2012, 2018), Vanessa da Rocha (2020), Munanga (2020), Hall (2014), Silvio Almeida (2019) and the National Curriculum Guidelines for the EEQ. In terms of results, it was noticed that: In addition to the difficulties inherent in any training process (time management, access and organization of course content, understanding/assimilation/apprehension of the content of a given subject) students face others linked to ethnic-racial condition (prejudice, discrimination and stigmatization - racism); The training experience has reaffirmed the self-recognition of the quilombola identity and, from this, the course presents potential resources for the construction of a professional identity (quilombola teacher identity) because the curriculum matrix of the course is filled with disciplines that deal specifically with history, culture and tradition of quilombola communities, as reported by students.