Estudantes quilombolas em escolas urbanas de Chapada dos Guimarães/MT : a contribuição da geografia no processo de ensino-aprendizagem

• Autor(a) principal: Gonçalves, Eliane das Grassas Rocha
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/3961
• topic: Comunidades quilombolas; Educação quilombola; Estudantes; Geografia; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Quilombola communities; Quilombola education; Students; Geography

The present study, entitled Quilombola students in urban schools of Chapada dos Guimarães/MT: the contribution of Geography in the teaching-learning process, aims to analyze the teaching-learning process of students of the Quilombola Communities from Lagoinha de Cima and Lagoinha de Baixo in Chapada dos Guimarães. To have access to formal education, they need to leave their communities and travel to the Ana Tereza Albernaz school, located in the São Sebastião neighborhood. We sought to understand the perception of geography teachers of school, as well as pedagogical coordinators and management in relation to school development and the contributions of teaching geography in the formation of these students. The study is the result of a qualitative research, based on the method of Participatory Rapid Diagnosis (PRD) and ethnography contributions, conducted at Ana Tereza Albernaz State School (ATA). The main interlocutors are students from the Quilombola Communities Lagoinha de Cima and Lagoinha de Baixo. The research contextualized historically the municipality and the Quilombola Communities in which the students live, discussed the Quilombola School Education Modality, the structuring concepts and the teaching of Geography. The theoretical basis is anchored in Ferreira (2011), Lourenço (2015; 2016), Piaia (1999), Siqueira (2002), Monteiro (2011), Arruti (2017), Castrogiovanni (2000), Cavalcanti (1998), Freire (1996), Renato Emerson Santos (2009), Monteiro (2001), Angela Maria dos Santos (2006), Milton Santos (1988, 2004, 2006) and Marta Diniz Paulo (2011). The instruments used for data collection were: semi-structured interview, questionnaire, field journaling, documents and photographs. The results showed a conflicting relationship between the members of the Quilombola Communities and the farmers who settled in their surroundings, marked by very different socioeconomic conditions and forms of exploitation of natural resources, characterized by the practice of modern and intensive agriculture that undermines the development of activities such as subsistence agricultural production by quilombola remnants. With regard to access to school education, the greatest difficulties faced by students are in school transportation, which is offered only in one shift and makes a long and tiring journey, leading to negative consequences in the development of the teaching- learning process of students. Regarding the contributions of geography teaching, the discipline is presented as an instrument that allows students to take a new look at their place in the world, to recognize the differences established due to the socio-cultural diversity in our society and to analyze more critically the relationships established at different temporal and spatial scales. Among the results obtained, we highlight the need for a school transport that facilitates access to school, which is offered exclusively to each community and a new methodological approach regarding the teaching practices of the Geography discipline. Not less important, a more significant action by the government is required to provide improvements, both for quilombola communities and, in particular, for students who need to travel to study in other locations. It is also emphasized the importance of the school institution and teachers in providing better training and life expectancies for young people.