Práticas corporais e os fazeres pedagógicos : perspectivas da educação escolar quilombola

Abstract

This study shows the interest to learn about the Quilombola School Education considered as a teaching modality. We understand that the Quilombola Education must consider important aspects in its pedagogical practice such as: to establish and enrich from cultural practices, oral narratives, memory of the Quilombola Community, its festivities, and others, that is to say, to mediate the school knowledge with the knowledge originated in local culture. In this sense, we aim to comprehend how the Quilombola School deals with the bodily practices of the students in dance, games, sports, and jokes manifestations of the Pedagogical Political Project and in its daily pedagogical practices. Methodologically, the investigation is inserted on the qualitative inquiry and it founded in the ethnographic method proposed by Geertz (2008). The used collection instruments were semi structured interviews with the president of the association, the residents of the “Campina de Pedra” Community and the professors. Some observations were made on the daily life of the Community and physical education classes. As a complement, the Pedagogical Political Projects of the teaching institutions were analyzed, because the research includes two municipal schools: Benedito Mendes Gonçalves (Quilombola Community of Campina de Pedra) and Nossa Senhora do Chumbo (Quilombola Community of Chumbo). Our main theoretical references are Moura (1998, 2001), Freitas (1984), Hall (2002), Castilho (2011), Mauss (1974), Grando (2006) and Canclini (2013). The data shows that the perceived bodily practices of those communities are the traditional mato-grossenses dances, sport games and jokes, such perceptions indicate that the elements showed in Campina de Pedra come from both the global culture and the Poconé-MT region revealing what is called cultural hybridism. The obtained data in the researched schools reveals that they are in the organization process of teaching modality: quilombola education. The school management shows some interest to discuss again the Pedagogical Political Project with the documents that guide that modality. In spite of that, the results point to neglected public policies regarding rural and quilombola schools unveiling the precarious conditions of such educational institutions. We understand that putting in evidence the Quilombolas Communities, we can stimulate debates and reflections around the public policies for that group, and simultaneously, to subside crucial and determinant discussions to be though the quilombola education with a contextualize curriculum in the knowledge originated in local culture.