Educação escolar Quilombola na Comunidade Baixio - Barra do Bugres/MT : avanços e desafios

• Autor(a) principal: Carvalho, Francisca Edilza Barbosa de Andrade
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/1027
• topic: Educação escolar; Políticas públicas; Território Quilombola Vão Grande; Comunidade Quilombola Baixio; CNPQ::CIENCIAS HUMANAS::EDUCACAO; School education; Public policy; Vão Grande Quilombola territory; Quilombola community Baixio

This study, the result of an ethnographic qualitative research conducted in the Quilombola Community Baixio, located in the Vão Grande Quilombola Territory, in Barra do Bugres - MT, is meant to examine to what extent and how the State School José Mariano Bento performs an educational project in partnership with the history of the communities of the Quilombola Territory Vão Grande. It is also meant to contextualize historically the Quilombola Communities, where the students live; it discusses the Public Policy related to the Quilombola School Education, it presents a brief contextualization of school history in the Territory, reflects on the physical and structural conditions of the school; it also presents some considerations about the curriculum in action at school, in order to understand how the quilombola education is being designed, as a teaching modality on that territory. The survey results unveil that the Quilombola School Education has gained space in the scenario of public policies. Although, it still faces challenges to be in fact, implemented in the school. In the case of the Quilombola Territory Vão Grande, today, the community suffers the consequences of neglect and marginalization, symbolized in impossibility to go through the roads, in the absence of maintenance of the bridges, the difficulties to access the School, with poor condition of school transportation, with disrespect to the education professionals represented in poor working conditions, which, several times, blocks the performance of classes. However, in spite of the difficulties, it is possible to observe an effort taking shape within the school community to carry out pedagogical activities in line with the history of the Vão Grande quilombola territory, though the many absences the school and its professionals suffer, make the process hard.