Retomando territórios no campo dos saberes: o Movimento Quilombola do Maranhão (MOQUIBOM) e a construção do currículo da Escola Othon Soares I, localizada na comunidade Pau Pombo – Santa Helena – MA

• Autor(a) principal: REIS, Jadson Fernando Rodrigues
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/3567
• topic: educação escolar;; quilombola;; currículo;; Movimento Quilombola do Maranhão;; baixada maranhense;; quilombola formal education;; curriculum;; Quilombola Movement in Maranhão;; baixada maranhense;; Currículos Específicos para Níveis e Tipos de Educação

This research investigates the effects of the recovery process in the field of Quilombola formal education headed by Quilombola Movement in Maranhão (MOQUIBOM) in building the curriculum of the Othon Soares I Elementary School, located in Pau Pombo territory, Santa Helena – Maranhão, starting from the mobilization of their knowledge built in struggle: political, identity and aesthetic-corporeal kinds of knowledge. It is a qualitative research, exploratory and descriptive, that has been developed through bibliographic, documentary and fieldwork research that took place between 2020 and 2021, and structured interviews with teachers, principals and community leadership resident in Pau Pombo territory. The research results show that, in the latest years, MOQUIBOM at Santa Helena has been active in claiming policies in education field, articulating its aspirations and perspectives as a group; these actions have manifested themselves in what these subjects have called a recovery in education field, through the construction of Creole Teachings, understood here as exercises in curricular and epistemic decolonization; at Othon Soares I Elementary School, the recovery in political knowledge field has taken place through actions in favor of curricular and educational policies aimed at the fulfillment of a differentiated and contextualized education; in what concerns to the resumption in identity knowledge field, curricular strategies to strengthen community ties and ethnic belonging have stood out; the recovery in aesthetic corporeal knowledge field has taken place through curricular strategies and didactic transpositions that aim to overcome a stereotyped and exotic view of aesthetics and the black body.