Educação escolar quilombola : saberes e fazeres docentes no contexto da Escola Verena Leite de Brito, Vila Bela - MT

Abstract

This study aims a research originated in Education Postgraduate Program, from Social Movements, Politics and Popular Education research line of Universidade Federal de Mato Grosso. The problem is immersed in Quilombola School Education. In relation to the modality of primary education, it needs to consider important aspects in the implementation of pedagogical practice such as basing, informing and absorbing the collective memory of the quilombola community, language, cultural practices, technologies, oral narratives, celebrations, and others. It means to mediate the school knowing with the local knowing derived from culture. The main objective of this research is to comprehend the constitution of teaching knowing focused on the area of knowledge of Sciences and Quilombola Knowing in the context of Escola Estadual Verena Leite de Brito, located in Vila Bela da Santíssima Trindade municipality in Mato Grosso State. The theoretical basilar support to the interpretation of the collected information at the research field are the contributions of Arroyo (2011), Bandeira (1988), Borges (2004), Castilho (2008, 2011, 2016), Gauthier et al. (2013), Geertz (2012), Goodson (1992), Gonçalves (2000), Huberman (1992), Moura (1988), Nóvoa (1992), Sacristán (1998), Silva (2002, 2014) and Tardif (2002). Methodologically, the research is founded on qualitative inquiry with the inspiration of ethnography of Clifford Geertz (2008). The purpose is to look for unperceptive differences of teachers, as well as their sensibilities related to experiences that are attributed to their teaching knowing and their pedagogical practices. The instruments of data collection were the participant observation and registration on the field diary, conjugated with other instruments such as photographs, documents, semi-structure interview and teachers’ memories. The results indicate that the teaching knowing of the teachers investigated are in the line of life, which are interlaced in social construction and sometimes, they even start before practice their profession. Most of them carry with them references of the professors that marked their schooling. Other source of knowing that was evinced by the data is the professional formation (initial and continuing), especially in relation to the continuing formation, it is configuring as an essential tool to comprehend and attend the specificities of that teaching modality. The experiences lived daily were signed as important builders of knowing. The findings reveal the exchange experiences with the others, as well as the construction of teaching knowledge together with the communities. The pedagogical practices allowed to glimpse the existence of efforts by teachers that teach quilombola subjects for making a contextualize education, even adverse conditions related to infrastructure, resources and pedagogical material. Finally, it is perceived that the materialization of public policies for the Quilombola School Education is going with timid steps, without dialoging and ensuring worthy conditions of work and professional training, which implicates the development of quilombola pedagogy.