EDUCAÇÃO ESCOLAR QUILOMBOLA E A EDUCAÇÃO INFANTIL: Construção da identidade racial a partir das práticas pedagógicas dos(as) professores(as) da Escola U.E. José Ribamar Fontoura

Abstract

This research, entitled "QUILOMBOLA SCHOOL EDUCATION AND EARLY CHILDHOOD EDUCATION: The Construction of Racial Identity through the Pedagogical Practices of Teachers at the U.E. José Ribamar Fontoura School," addresses the problem of how pedagogical practices in the Early Childhood Education program of this Quilombola school can strengthen the construction of children's racial identity. The study aims to produce a pedagogical guide to assist teachers in developing Quilombola cultural activities in the classroom. It is based on the assumption that the school, as a space for identity formation, should value Quilombola knowledge and traditions from early childhood, in accordance with the National Curriculum Guidelines for Quilombola School Education and Law No. 10,639/2003, which made the teaching of African and Afro-Brazilian history and culture mandatory in basic education.The first section, corresponding to the introduction, presents the research context, justifying its social and academic relevance, and delineates the general and specific objectives. It also describes the adopted methodological procedures, which include qualitative research, applied research, interviews with teachers, the school administrator, and the community, a pedagogical activity with 4- and 5-year-old children, and the observation of pedagogical practices at the school.The second section discusses Early Childhood Education, highlighting its history and role in the holistic development of the child, based on authors such as Brandão (1981) and Gomes (2012). It addresses Quilombola School Education, analyzing its legal frameworks and implementation challenges, with a theoretical foundation substantiated by Munanga (2004) and Cavalleiro (2014). It explores the relationship between childhood, identity, and Quilombola culture, advocating for a pedagogy that values ancestry and traditional knowledge.The third section examines the training and role of the teacher in promoting racial identity, discussing strategies for incorporating Quilombola culture into the Early Childhood Education curriculum. It analyzes the challenges faced, such as a lack of resources and the need for ongoing teacher training, and also presents successful experiences that can serve as inspiration.The fourth section characterizes the school under study, describing the community context and its pedagogical practices. It also details the investigation methodology, with an emphasis on data collection instruments and the content analysis technique based on Bardin (2010), in addition to presenting the developed educational product: a pedagogical guide with guidelines and practical activities aimed at Early Childhood Education teachers. Finally, the fifth section, titled Final Considerations, synthesizes the research conclusions, reaffirming the role of pedagogical practices in identity formation during early childhood in the quilombola context.