Educação escolar quilombola: diálogos entre saberes escolares e saberes tradicionais em uma Escola Municipal de Juçatuba

Abstract

This dissertation addresses Quilombola school education: horizontal dialogues between school knowledge and traditional knowledge in a municipal school in Juçatuba. The institution is located in a community of the same name, in São José de Ribamar, in the state of Maranhão, and has as its heritage a cultural diversity from its African ancestors. Therefore, the objective of the research is to investigate how the traditional knowledge of this community can dialogue with school knowledge, constituting pedagogical tools capable of valuing the history and ancestral memory of the students in the initial years of the Municipal School Professora Rosa Raimunda Paixão Garcez. This research took as theoretical contributions the following scholars: Gomes and Garcês (2012), Vergara (2006), Akkari and Santiago (2015), Clóvis Moura (1989), Carvalho (2020), in addition to legal documents. This study has a qualitative character and adopted bibliographic, exploratory, and field research methods, using observation, interviews, and questionnaires as data collection instruments. The work is organized into five sections: the first presents the introduction; the second situates the research based on updated theses and dissertations; the third addresses the historical aspects of quilombos, their legal frameworks and education laws, as well as the conceptualization and investigation of traditional and school knowledge. The fourth section presents the connections between traditional and school knowledge: a pressing need for implementation. The fifth section highlights the methodological approaches adopted to explore the historical and cultural paths, in order to understand the implementation of this knowledge in the formal education of the Juçatuba community. The sixth section presents the educational product, the result of the research carried out in the community. Finally, the seventh section presents the concluding remarks of this research. It is hoped that this study will contribute to an anti racist education that values and considers the traditional knowledge of communities in the school environment. Furthermore, it promotes critical reflection on the importance of including this knowledge in the curriculum, recognizing cultural diversity as a fundamental element for the formation of a more just and equitable society. The research not only identified and analyzed existing dialogues but also proposed pathways for the effective integration of Quilombola knowledge into education, strengthening the cultural identity and self-esteem of students. The results obtained served as a valuable research source for other Quilombola communities and for the development of educational practices that respect and value cultural diversity in broader school contexts.