Dialogues between schools and the knowledge of Quilombola communities: the decolonization of the curriculum from Law no. 10.639/2003
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
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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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 |
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://revistas.uepg.br/index.php/praxiseducativa/article/view/19412 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 |
language |
por |
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 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Práxis Educativa https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
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 1809-4309 1809-4031 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
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Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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1799317615365062656 |