Dialogues between schools and the knowledge of Quilombola communities: the decolonization of the curriculum from Law no. 10.639/2003

Detalhes bibliográficos
Autor(a) principal: Barzano, Marco Antonio Leandro
Data de Publicação: 2022
Outros Autores: Sampaio, Maria Cristina de Jesus, Melo, André Carneiro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/19412
Resumo: This article presents a reflection on experiences that took place between schools and Quilombola communities in the state of Bahia, Brazil, based on Law no. 10.639/2003, that refers to the articulation between the educational processes that took place in schools and communities, especially  with regard to the field of curriculum. The theoretical framework adopted is from a decolonial perspective and the methodology used was of a qualitative nature, using semi- structured interviews with teachers. It was concluded that, when it comes to education proposals committed to cognitive/social justice and life in its diversity, the participation and representation of subjects should not be reduced to mere formality, as it is necessary to create real conditions for the effective participation of communities in relation to schools, whether in the elaboration or the implementation and evaluation of specific curricular policies in their territories. Keywords: Quilombola education. School-community relationship. Law no. 10.639/2003.
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spelling Dialogues between schools and the knowledge of Quilombola communities: the decolonization of the curriculum from Law no. 10.639/2003Diálogos entre las escuelas y los saberes de las comunidades quilombolas: la descolonización/decolonización del currículo a partir de la Ley No 10.639/2003Diálogos entre as escolas e os saberes das comunidades quilombolas: a descolonização/decolonização do currículo a partir da Lei No 10.639/2003This article presents a reflection on experiences that took place between schools and Quilombola communities in the state of Bahia, Brazil, based on Law no. 10.639/2003, that refers to the articulation between the educational processes that took place in schools and communities, especially  with regard to the field of curriculum. The theoretical framework adopted is from a decolonial perspective and the methodology used was of a qualitative nature, using semi- structured interviews with teachers. It was concluded that, when it comes to education proposals committed to cognitive/social justice and life in its diversity, the participation and representation of subjects should not be reduced to mere formality, as it is necessary to create real conditions for the effective participation of communities in relation to schools, whether in the elaboration or the implementation and evaluation of specific curricular policies in their territories. Keywords: Quilombola education. School-community relationship. Law no. 10.639/2003.Este artículo presenta una reflexión sobre experiencias ocurridas entre escuelas y comunidades quilombolas en Bahía, Brasil, a partir de la Ley No 10.639/2003 y se refiere a la articulación entre los procesos educativos que ocurrieron en escuelas y comunidades, sobre todo en relación al campo del currículo. El marco teórico adoptado es a partir de una perspectiva descolonial y la metodología utilizada fue de carácter cualitativo, con utilización de entrevistas semiestructuradas con profesoras y profesores. Se concluyó que, por tratarse de una propuestas de educación comprometidas con la justicia cognitiva/social y con la vida en su diversidad, la participación y la representación de los sujetos no debe ser reducida a la mera formalidad, pues es necesario crear condiciones reales para la participación efectiva de las comunidades en relación con las escuelas, ya sea en la elaboración, o en la implementación y en la evaluación de políticas curriculares específicas en sus territorios. Palabras clave: Educación quilombola. Relación escuela-comunidad. Ley No 10.639/2003.Este artigo apresenta uma reflexão sobre experiências ocorridas entre escolas e comunidades quilombolas baianas, a partir da Lei No 10.639/2003, que se refere à articulação entre os processos educativos que ocorreram em escolas e comunidades, sobretudo em relação ao campo do currículo. O referencial teórico adotado é a partir de uma perspectiva decolonial   e a metodologia utilizada foi de cunho qualitativa, com utilização de entrevistas semiestruturadas com professoras e professores. Concluiu-se que, ao tratar-se de propostas de educação comprometidas com a justiça cognitiva/social e com a vida em sua diversidade, a participação e a representação dos sujeitos não deve ser reduzida apenas à pura formalidade, pois é necessário criar condições reais de participação efetiva das comunidades em relação às escolas, seja na elaboração, seja na implementação e na avaliação de políticas curriculares específicas em seus territórios. Palavras-chave: Educação quilombola. Relação escola-comunidade. Lei No 10.639/2003.Universidade Estadual de Ponta Grossa2022-05-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1941210.5212/PraxEduc.v.17.19412.074Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-18Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-18Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-18Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-181809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/19412/209209216657https://revistas.uepg.br/index.php/praxiseducativa/article/view/19412/209209216912Copyright (c) 2022 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBarzano, Marco Antonio LeandroSampaio, Maria Cristina de JesusMelo, André Carneiro 2023-01-27T19:53:27Zoai:uepg.br:article/19412Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2023-01-27T19:53:27Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Dialogues between schools and the knowledge of Quilombola communities: the decolonization of the curriculum from Law no. 10.639/2003
Diálogos entre las escuelas y los saberes de las comunidades quilombolas: la descolonización/decolonización del currículo a partir de la Ley No 10.639/2003
Diálogos entre as escolas e os saberes das comunidades quilombolas: a descolonização/decolonização do currículo a partir da Lei No 10.639/2003
title Dialogues between schools and the knowledge of Quilombola communities: the decolonization of the curriculum from Law no. 10.639/2003
spellingShingle Dialogues between schools and the knowledge of Quilombola communities: the decolonization of the curriculum from Law no. 10.639/2003
Barzano, Marco Antonio Leandro
title_short Dialogues between schools and the knowledge of Quilombola communities: the decolonization of the curriculum from Law no. 10.639/2003
title_full Dialogues between schools and the knowledge of Quilombola communities: the decolonization of the curriculum from Law no. 10.639/2003
title_fullStr Dialogues between schools and the knowledge of Quilombola communities: the decolonization of the curriculum from Law no. 10.639/2003
title_full_unstemmed Dialogues between schools and the knowledge of Quilombola communities: the decolonization of the curriculum from Law no. 10.639/2003
title_sort Dialogues between schools and the knowledge of Quilombola communities: the decolonization of the curriculum from Law no. 10.639/2003
author Barzano, Marco Antonio Leandro
author_facet Barzano, Marco Antonio Leandro
Sampaio, Maria Cristina de Jesus
Melo, André Carneiro
author_role author
author2 Sampaio, Maria Cristina de Jesus
Melo, André Carneiro
author2_role author
author
dc.contributor.author.fl_str_mv Barzano, Marco Antonio Leandro
Sampaio, Maria Cristina de Jesus
Melo, André Carneiro
description This article presents a reflection on experiences that took place between schools and Quilombola communities in the state of Bahia, Brazil, based on Law no. 10.639/2003, that refers to the articulation between the educational processes that took place in schools and communities, especially  with regard to the field of curriculum. The theoretical framework adopted is from a decolonial perspective and the methodology used was of a qualitative nature, using semi- structured interviews with teachers. It was concluded that, when it comes to education proposals committed to cognitive/social justice and life in its diversity, the participation and representation of subjects should not be reduced to mere formality, as it is necessary to create real conditions for the effective participation of communities in relation to schools, whether in the elaboration or the implementation and evaluation of specific curricular policies in their territories. Keywords: Quilombola education. School-community relationship. Law no. 10.639/2003.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-28
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10.5212/PraxEduc.v.17.19412.074
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/19412
identifier_str_mv 10.5212/PraxEduc.v.17.19412.074
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/19412/209209216657
https://revistas.uepg.br/index.php/praxiseducativa/article/view/19412/209209216912
dc.rights.driver.fl_str_mv Copyright (c) 2022 Práxis Educativa
https://creativecommons.org/licenses/by/4.0
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rights_invalid_str_mv Copyright (c) 2022 Práxis Educativa
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-18
Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-18
Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-18
Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-18
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