Práticas pedagógicas antirracistas na educação escolar quilombola, em rasa e caveira.

Abstract

The present work aims to reflection the teaching and learning practices developed in two schools of different quilombola communities in the Lakes Region, in the state of Rio de Janeiro, formed in the post-abolition period and with common historical events. In this sense, the use of memory presents itself as a fundamental tool for the construction of a Quilombola and Anti-Racist School Education, making learning more meaningful through the appreciation of local knowledge, the biographies of the elderly in the classroom and the struggle for rights, so important for the empowerment of students. In this perspective, the school appears as a formative space of citizenship and identity (re)knowledge for the quilombolas of Quilombo da Rasa, in Armação dos Búzios and Caveira, in São Pedro da Aldeia. For the analysis of the two school practices, we will take as a basis the methodology of oral history to guide reflections on the trajectories of the elders in the respective communities and their memories, which are the guide to reflect on the social history of the region and the struggles for rights. We also use the methodology of participant observation during our teaching practice. Strategies for pedagogical practices in Quilombola School Education must be constructed from each community, a basic principle of the National Curricular Guidelines for Quilombola School Education and a complex challenge.

Keywords: Quilombos, Quilombola School Education, Public Policies, Anti-racist Education Memory