Quilombola school education and the quilombos: the protagonism of quilombo social movements

Bibliographic Details
Main Author: Cruz, Queziane Martins da
Publication Date: 2023
Other Authors: Ramos dos Santos, Arlete
Format: Article
Language: por
Source: Linguagens, Educação e Sociedade (Online)
Download full: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3140
Summary: This work investigated the current scenario of Quilombola School Education (EEQ) in the context of Rural Education. Next, we discuss the importance and timeliness of guiding teacher training for EEQ in the light of the most recent instituted norms. We also discussed the theoretical reference concepts and perspectives, with the aim of understanding the materiality of Public Policies on Environmental Education articulated with Historical-Critical Pedagogy in quilombola schools in the municipality of Bom Jesus da Lapa. We list the existing contradictions with the implementation of the National Common Curricular Base (BNCC) and interlocutions of the programs of the Articulated Action Plan (PAR). We opted for the methodology of dialectical Historical Materialism (DHD) and its categories were used as analysis references. Research procedures were organized into document analysis, bibliographical research, questionnaires and interviews. Based on the development and analysis of the investigation, we verified the contexts and perspectives of teachers working in Quilombola Campesina Education, in Elementary Schools. We conclude that in that municipality there is a differentiated movement to strengthen the specificities of the EEQ and respect the diversity of the Quilombola peasant people.
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spelling Quilombola school education and the quilombos: the protagonism of quilombo social movementsLa educación escolar quilombola y los quilombos: El protagonismo de los movimientos sociales quilombolaEDUCAÇÃO ESCOLAR QUILOMBOLA E OS QUILOMBOS: O PROTAGONISMO DOS MOVIMENTOS SOCIAIS QUILOMBOLASBNCC currículoquilombola educação quilombolaBNCC QuilombolaEducación QuilombolacurrículoBNCCCurriculumQuilombolaquilombola EducationThis work investigated the current scenario of Quilombola School Education (EEQ) in the context of Rural Education. Next, we discuss the importance and timeliness of guiding teacher training for EEQ in the light of the most recent instituted norms. We also discussed the theoretical reference concepts and perspectives, with the aim of understanding the materiality of Public Policies on Environmental Education articulated with Historical-Critical Pedagogy in quilombola schools in the municipality of Bom Jesus da Lapa. We list the existing contradictions with the implementation of the National Common Curricular Base (BNCC) and interlocutions of the programs of the Articulated Action Plan (PAR). We opted for the methodology of dialectical Historical Materialism (DHD) and its categories were used as analysis references. Research procedures were organized into document analysis, bibliographical research, questionnaires and interviews. Based on the development and analysis of the investigation, we verified the contexts and perspectives of teachers working in Quilombola Campesina Education, in Elementary Schools. We conclude that in that municipality there is a differentiated movement to strengthen the specificities of the EEQ and respect the diversity of the Quilombola peasant people.Este trabajo investigó el escenario actual de la Educación Escolar Quilombola (EEQ) en el contexto de la Educación Rural. Luego, discutimos la importancia y oportunidad de orientar la formación docente para EEQ a la luz de las más recientes normas instituidas. También discutimos los conceptos teóricos de referencia y las perspectivas, con el objetivo de comprender la materialidad de las Políticas Públicas de Educación Ambiental articuladas con la Pedagogía Histórico-Crítica en las escuelas quilombolas del municipio de Bom Jesus da Lapa. Enumeramos las contradicciones existentes con la implementación de la Base Nacional Común Curricular (BNCC) y los diálogos de los programas del Plan de Acciónes Articuladas (PAR). Optamos por la metodología del Materialismo Histórico Dialéctico (HDD) y sus categorías fueron utilizadas como referentes de análisis. Los procedimientos de investigación se organizaron en análisis de documentos, búsqueda bibliográfica, cuestionarios y entrevistas. Con base en el desarrollo y análisis de la investigación, verificamos los contextos y perspectivas de los docentes que actúan en la Educación Quilombola Campesina, en las Escuelas Básicas. Concluimos que en dicho municipio existe un movimiento diferenciado para fortalecer las especificidades de la EEQ y respetar la diversidad del pueblo campesino quilombola.Neste trabalho investigou-se o atual cenário da Educação Escolar Quilombola (EEQ) no contexto da Educação do Campo. Em seguida, discutimos a importância e atualidade de pautar a formação de professores para a EEQ à luz das mais recentes normatizações instituídas. Discorremos também sobre as concepções e perspectivas teóricas de referência, com o intuito de compreender a materialidade das Políticas Públicas de Educação Ambiental articulada à Pedagogia Histórico-Crítica nas escolas quilombolas do município de Bom Jesus da Lapa. Elencamos às contradições existentes com a implantação da Base Nacional Comum Curricular (BNCC) e interlocuções dos programas do Plano de Ações Articuladas (PAR).   Optamos pela metodologia do Materialismo Histórico dialético (MHD)e suas categorias foram empregados como referenciais de análise. Os procedimentos de pesquisa foram organizados em análise documental, pesquisa bibliográfica, questionários e entrevistas. A partir do desenvolvimento e análise de investigação verificamos os contextos e perspectivas de professores atuantes na Educação Quilombola campesina, nas escolas do Ensino Fundamental. Concluímos que no referido município ocorre um movimento diferenciado para fortalecer as especificidades da EEQ e respeitar a diversidade do povo campesino quilombola.Universidade Federal do Piauí2023-06-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/314010.26694/rles.v27i54.3140Languages, Education and Society; Vol. 27 No. 54 (2023): Linguagens, Educação e Sociedade; 7-36Lenguaje, Educación y Sociedad ; Vol. 27 Núm. 54 (2023): Linguagens, Educação e Sociedade; 7-36Linguagens, Educação e Sociedade; v. 27 n. 54 (2023): Linguagens, Educação e Sociedade; 7-362526-8449reponame:Linguagens, Educação e Sociedade (Online)instname:Universidade Federal do Piauí (UFPI)instacron:UFPIporhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/3140/3718Copyright (c) 2023 Linguagens, Educação e Sociedadeinfo:eu-repo/semantics/openAccessCruz, Queziane Martins da Ramos dos Santos, Arlete2023-06-02T20:49:09Zoai:periodicos.ufpi.br:article/3140Revistahttps://periodicos.ufpi.br/index.php/lingedusoc/PUBhttps://periodicos.ufpi.br/index.php/lingedusoc/oairevistales.ppged@ufpi.edu.br2526-84491518-0743opendoar:2023-06-02T20:49:09Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)false
dc.title.none.fl_str_mv Quilombola school education and the quilombos: the protagonism of quilombo social movements
La educación escolar quilombola y los quilombos: El protagonismo de los movimientos sociales quilombola
EDUCAÇÃO ESCOLAR QUILOMBOLA E OS QUILOMBOS: O PROTAGONISMO DOS MOVIMENTOS SOCIAIS QUILOMBOLAS
title Quilombola school education and the quilombos: the protagonism of quilombo social movements
spellingShingle Quilombola school education and the quilombos: the protagonism of quilombo social movements
Cruz, Queziane Martins da
BNCC
currículo
quilombola
educação quilombola
BNCC
Quilombola
Educación Quilombola
currículo
BNCC
Curriculum
Quilombola
quilombola Education
title_short Quilombola school education and the quilombos: the protagonism of quilombo social movements
title_full Quilombola school education and the quilombos: the protagonism of quilombo social movements
title_fullStr Quilombola school education and the quilombos: the protagonism of quilombo social movements
title_full_unstemmed Quilombola school education and the quilombos: the protagonism of quilombo social movements
title_sort Quilombola school education and the quilombos: the protagonism of quilombo social movements
author Cruz, Queziane Martins da
author_facet Cruz, Queziane Martins da
Ramos dos Santos, Arlete
author_role author
author2 Ramos dos Santos, Arlete
author2_role author
dc.contributor.author.fl_str_mv Cruz, Queziane Martins da
Ramos dos Santos, Arlete
dc.subject.por.fl_str_mv BNCC
currículo
quilombola
educação quilombola
BNCC
Quilombola
Educación Quilombola
currículo
BNCC
Curriculum
Quilombola
quilombola Education
topic BNCC
currículo
quilombola
educação quilombola
BNCC
Quilombola
Educación Quilombola
currículo
BNCC
Curriculum
Quilombola
quilombola Education
description This work investigated the current scenario of Quilombola School Education (EEQ) in the context of Rural Education. Next, we discuss the importance and timeliness of guiding teacher training for EEQ in the light of the most recent instituted norms. We also discussed the theoretical reference concepts and perspectives, with the aim of understanding the materiality of Public Policies on Environmental Education articulated with Historical-Critical Pedagogy in quilombola schools in the municipality of Bom Jesus da Lapa. We list the existing contradictions with the implementation of the National Common Curricular Base (BNCC) and interlocutions of the programs of the Articulated Action Plan (PAR). We opted for the methodology of dialectical Historical Materialism (DHD) and its categories were used as analysis references. Research procedures were organized into document analysis, bibliographical research, questionnaires and interviews. Based on the development and analysis of the investigation, we verified the contexts and perspectives of teachers working in Quilombola Campesina Education, in Elementary Schools. We conclude that in that municipality there is a differentiated movement to strengthen the specificities of the EEQ and respect the diversity of the Quilombola peasant people.
publishDate 2023
dc.date.none.fl_str_mv 2023-06-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3140
10.26694/rles.v27i54.3140
url https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3140
identifier_str_mv 10.26694/rles.v27i54.3140
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3140/3718
dc.rights.driver.fl_str_mv Copyright (c) 2023 Linguagens, Educação e Sociedade
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Linguagens, Educação e Sociedade
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Piauí
publisher.none.fl_str_mv Universidade Federal do Piauí
dc.source.none.fl_str_mv Languages, Education and Society; Vol. 27 No. 54 (2023): Linguagens, Educação e Sociedade; 7-36
Lenguaje, Educación y Sociedad ; Vol. 27 Núm. 54 (2023): Linguagens, Educação e Sociedade; 7-36
Linguagens, Educação e Sociedade; v. 27 n. 54 (2023): Linguagens, Educação e Sociedade; 7-36
2526-8449
reponame:Linguagens, Educação e Sociedade (Online)
instname:Universidade Federal do Piauí (UFPI)
instacron:UFPI
instname_str Universidade Federal do Piauí (UFPI)
instacron_str UFPI
institution UFPI
reponame_str Linguagens, Educação e Sociedade (Online)
collection Linguagens, Educação e Sociedade (Online)
repository.name.fl_str_mv Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)
repository.mail.fl_str_mv revistales.ppged@ufpi.edu.br
_version_ 1796797445183635456

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