School trajectory at the chácara das rosas quilombo: from invisibility to affirmation pursuit

Detalhes bibliográficos
Autor(a) principal: Malonn, Carina
Data de Publicação: 2023
Outros Autores: Fritsch, Rosangela, Pasinato, Darciel
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linguagens, Educação e Sociedade (Online)
Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3884
Resumo: In this paper, we have discussed the theme of ethnic-racial relationships in the school trajectory of young quilombola people from Chácara das Rosas Quilombo, which is based in the town of Canoas, Rio Grande do Sul, Brazil. Our aim is to comprehend the experiences of four young quilombola people at school, regarding the content of the knowledge produced by the Quilombo and school discrimination situations in their trajectories throughout Elementary School. To do so, we based ourselves on theorists that discuss the concepts of structural racism, discrimination at school, critical interculturality and coloniality of knowledge, and we have chosen the exploratory qualitative methodological bias, using comprehensive interview and content analysis as tools for data production. We have found that the absence of knowledge from students regarding the historical contribution of quilombola communities as traditional peoples in Brazil imply on the self-perception of young quilombola people and corroborate with situations of discrimination and invisibility at school. In addition, moments of reflection about the local history directed to the affirmation of their identities mainly happen through orality inside the Quilombo, not in the school environment.  We have also noticed that these young people struggle to identify racism in its structural aspects. They associate it only to racial injury, which contributes to the feedback of ethnic-racial invisibility at school and reflects the experiences lived beyond the school environment.
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spelling School trajectory at the chácara das rosas quilombo: from invisibility to affirmation pursuitTrayectoria escolar en el quilombo chácara das rosas: de la invisibilidad a la búsqueda de afirmaciónTRAJETÓRIA ESCOLAR NO QUILOMBO CHÁCARA DAS ROSAS: DA INVISIBILIDADE À BUSCA PELA AFIRMAÇÃOEducação étnico-racialJovens quilombolasEnsino FundamentalEducación etnorracialJuventud quilombolaEscuela primariaEthnic-racial educationYoung Quilombola peopleElementary SchoolIn this paper, we have discussed the theme of ethnic-racial relationships in the school trajectory of young quilombola people from Chácara das Rosas Quilombo, which is based in the town of Canoas, Rio Grande do Sul, Brazil. Our aim is to comprehend the experiences of four young quilombola people at school, regarding the content of the knowledge produced by the Quilombo and school discrimination situations in their trajectories throughout Elementary School. To do so, we based ourselves on theorists that discuss the concepts of structural racism, discrimination at school, critical interculturality and coloniality of knowledge, and we have chosen the exploratory qualitative methodological bias, using comprehensive interview and content analysis as tools for data production. We have found that the absence of knowledge from students regarding the historical contribution of quilombola communities as traditional peoples in Brazil imply on the self-perception of young quilombola people and corroborate with situations of discrimination and invisibility at school. In addition, moments of reflection about the local history directed to the affirmation of their identities mainly happen through orality inside the Quilombo, not in the school environment.  We have also noticed that these young people struggle to identify racism in its structural aspects. They associate it only to racial injury, which contributes to the feedback of ethnic-racial invisibility at school and reflects the experiences lived beyond the school environment.En este artículo se discuten las relaciones etnorraciales en la trayectoria escolar de jóvenes quilombolas del Quilombo Chácara das Rosas, localizado en el municipio de Canoas, Rio Grande do Sul, Brasil. El objetivo es comprender las experiencias de cuatro jóvenes quilombolas en la escuela, con relación a los contenidos sobre los conocimientos producidos por el Quilombo y las situaciones de discriminación escolar en sus trayectorias en la enseñanza primaria. Para ello, se toman como base las discusiones de teóricos sobre los conceptos de racismo estructural, discriminación en la escuela, interculturalidad crítica y colonialidad del conocimiento y se opta por el enfoque metodológico cualitativo exploratorio, utilizando como herramientas para la producción de datos la entrevista comprensiva y el análisis de contenido. Se verificó que el desconocimiento de los alumnos sobre la contribución histórica de las poblaciones quilombolas como pueblos tradicionales en Brasil afecta la autopercepción de los jóvenes quilombolas y refuerza situaciones de discriminación e invisibilidad que estos viven en la escuela. Además, los momentos de reflexión sobre la historia local dirigidos a la afirmación de sus identidades ocurren mayoritariamente por medio de la oralidad, dentro del Quilombo, y no en el ambiente escolar. También se observó que los jóvenes tienen dificultades para identificar el racismo en sus aspectos estructurales, relacionándolo únicamente con injurias raciales, lo que contribuye para retroalimentar la invisibilidad etnorracial en la escuela y refleja experiencias vividas más allá del entorno escolar.Neste artigo, discutimos o tema das relações étnico-raciais na trajetória escolar de jovens quilombolas do Quilombo Chácara das Rosas, situado no município de Canoas, Rio Grande do Sul, Brasil. Nosso objetivo consiste em compreender as experiências de quatro jovens quilombolas na escola, quanto aos conteúdos relacionados aos saberes produzidos pelo Quilombo e às situações de discriminação escolar em suas trajetórias no Ensino Fundamental. Para isso, fundamentamo-nos em teóricos que discutem os conceitos de racismo estrutural, discriminação na escola, interculturalidade crítica e colonialidade do saber e optamos pelo viés metodológico qualitativo exploratório, utilizando como ferramentas para produção de dados a entrevista compreensiva e a análise de conteúdo. Verificamos que a ausência de conhecimento dos estudantes concernente à contribuição histórica das populações quilombolas como povos tradicionais no Brasil incide sobre a autopercepção dos jovens quilombolas e corrobora com situações de discriminação e invisibilidade destes na escola. Além disso, os momentos de reflexão acerca da história local direcionados à afirmação de suas identidades ocorrem majoritariamente por meio da oralidade, no interior do Quilombo, e não no meio escolar. Percebemos, ainda, que os jovens possuem dificuldades em identificar o racismo em seus aspectos estruturais, relacionando-o apenas à injúria racial, o que contribui para a retroalimentação da invisibilidade étnico-racial na escola e reflete experiências vivenciadas para além do ambiente escolar.Universidade Federal do Piauí2023-09-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/388410.26694/rles.v27i55.3884Languages, Education and Society; Vol. 27 No. 55 (2023): Linguagens, Educação e Sociedade; 1 - 27Lenguaje, Educación y Sociedad ; Vol. 27 Núm. 55 (2023): Linguagens, Educação e Sociedade; 1 - 27Linguagens, Educação e Sociedade; v. 27 n. 55 (2023): Linguagens, Educação e Sociedade; 1 - 272526-8449reponame:Linguagens, Educação e Sociedade (Online)instname:Universidade Federal do Piauí (UFPI)instacron:UFPIporhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/3884/3850Copyright (c) 2023 Linguagens, Educação e Sociedadeinfo:eu-repo/semantics/openAccessMalonn, CarinaFritsch, RosangelaPasinato, Darciel2023-12-27T20:51:58Zoai:periodicos.ufpi.br:article/3884Revistahttps://periodicos.ufpi.br/index.php/lingedusoc/PUBhttps://periodicos.ufpi.br/index.php/lingedusoc/oairevistales.ppged@ufpi.edu.br2526-84491518-0743opendoar:2023-12-27T20:51:58Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)false
dc.title.none.fl_str_mv School trajectory at the chácara das rosas quilombo: from invisibility to affirmation pursuit
Trayectoria escolar en el quilombo chácara das rosas: de la invisibilidad a la búsqueda de afirmación
TRAJETÓRIA ESCOLAR NO QUILOMBO CHÁCARA DAS ROSAS: DA INVISIBILIDADE À BUSCA PELA AFIRMAÇÃO
title School trajectory at the chácara das rosas quilombo: from invisibility to affirmation pursuit
spellingShingle School trajectory at the chácara das rosas quilombo: from invisibility to affirmation pursuit
Malonn, Carina
Educação étnico-racial
Jovens quilombolas
Ensino Fundamental
Educación etnorracial
Juventud quilombola
Escuela primaria
Ethnic-racial education
Young Quilombola people
Elementary School
title_short School trajectory at the chácara das rosas quilombo: from invisibility to affirmation pursuit
title_full School trajectory at the chácara das rosas quilombo: from invisibility to affirmation pursuit
title_fullStr School trajectory at the chácara das rosas quilombo: from invisibility to affirmation pursuit
title_full_unstemmed School trajectory at the chácara das rosas quilombo: from invisibility to affirmation pursuit
title_sort School trajectory at the chácara das rosas quilombo: from invisibility to affirmation pursuit
author Malonn, Carina
author_facet Malonn, Carina
Fritsch, Rosangela
Pasinato, Darciel
author_role author
author2 Fritsch, Rosangela
Pasinato, Darciel
author2_role author
author
dc.contributor.author.fl_str_mv Malonn, Carina
Fritsch, Rosangela
Pasinato, Darciel
dc.subject.por.fl_str_mv Educação étnico-racial
Jovens quilombolas
Ensino Fundamental
Educación etnorracial
Juventud quilombola
Escuela primaria
Ethnic-racial education
Young Quilombola people
Elementary School
topic Educação étnico-racial
Jovens quilombolas
Ensino Fundamental
Educación etnorracial
Juventud quilombola
Escuela primaria
Ethnic-racial education
Young Quilombola people
Elementary School
description In this paper, we have discussed the theme of ethnic-racial relationships in the school trajectory of young quilombola people from Chácara das Rosas Quilombo, which is based in the town of Canoas, Rio Grande do Sul, Brazil. Our aim is to comprehend the experiences of four young quilombola people at school, regarding the content of the knowledge produced by the Quilombo and school discrimination situations in their trajectories throughout Elementary School. To do so, we based ourselves on theorists that discuss the concepts of structural racism, discrimination at school, critical interculturality and coloniality of knowledge, and we have chosen the exploratory qualitative methodological bias, using comprehensive interview and content analysis as tools for data production. We have found that the absence of knowledge from students regarding the historical contribution of quilombola communities as traditional peoples in Brazil imply on the self-perception of young quilombola people and corroborate with situations of discrimination and invisibility at school. In addition, moments of reflection about the local history directed to the affirmation of their identities mainly happen through orality inside the Quilombo, not in the school environment.  We have also noticed that these young people struggle to identify racism in its structural aspects. They associate it only to racial injury, which contributes to the feedback of ethnic-racial invisibility at school and reflects the experiences lived beyond the school environment.
publishDate 2023
dc.date.none.fl_str_mv 2023-09-04
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://periodicos.ufpi.br/index.php/lingedusoc/article/view/3884
10.26694/rles.v27i55.3884
url https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3884
identifier_str_mv 10.26694/rles.v27i55.3884
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3884/3850
dc.rights.driver.fl_str_mv Copyright (c) 2023 Linguagens, Educação e Sociedade
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Linguagens, Educação e Sociedade
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Piauí
publisher.none.fl_str_mv Universidade Federal do Piauí
dc.source.none.fl_str_mv Languages, Education and Society; Vol. 27 No. 55 (2023): Linguagens, Educação e Sociedade; 1 - 27
Lenguaje, Educación y Sociedad ; Vol. 27 Núm. 55 (2023): Linguagens, Educação e Sociedade; 1 - 27
Linguagens, Educação e Sociedade; v. 27 n. 55 (2023): Linguagens, Educação e Sociedade; 1 - 27
2526-8449
reponame:Linguagens, Educação e Sociedade (Online)
instname:Universidade Federal do Piauí (UFPI)
instacron:UFPI
instname_str Universidade Federal do Piauí (UFPI)
instacron_str UFPI
institution UFPI
reponame_str Linguagens, Educação e Sociedade (Online)
collection Linguagens, Educação e Sociedade (Online)
repository.name.fl_str_mv Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)
repository.mail.fl_str_mv revistales.ppged@ufpi.edu.br
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