Educação Quilombola: identidade, tradições e costumes (des)valorizados na prática escolar urbana.

Abstract

This study deals with the afro-descendants of the quilombos, today, by virtue of the policy of affirmative actions, henceforth called traditional quilombola peoples. As a result of struggles and historical confrontations from the period of slavery to the present day, Afro-descendants have been able to conquer previously denied rights, among them affirmative action policies and the legislations dealing with school attendance of the black population. Legislations resulting from these policies serves to guide school practices that seek to value the identity, traditions and customs of these invisible peoples. This way, focusing on the remaining black quilombolas, this monographic work aims to analyze how, under the parents´ vision of quilombola children, the school practices of the Professor Humberto Gama Municipal School, located in an urban area in the town of Currais Novos / RN, contributed to the valorization of the identity, traditions and customs of the quilombola community Negros do Riacho, geographically located also in the town of Currais Novos, state of Rio Grande Norte. Methodologically, the work consisted in a qualitative research, using as procedures the observations in the community, interview with parents of quilombola students who study in the school in question, application of questionnaires to the teachers of the school who work in room with quilombola students and research A bibliographical study that sought a theoretical contribution in the affirmative action policies, as well as in the ideas of authors such as: SANTOS (2010) and QUIJANO (2010) regarding the concepts of abyssal thinking, Eurocentrism, colonialism and coloniality, which are structuring of this work; REIS and GOMES (1996) SILVA (2009), MENDONÇA (2008), DRESCHER (2011), REIS and SILVA (1989), ASSUNÇÃO (1994), GOMES (2006), PINSKY (2011), MUNANGA (1995/1996) and REIS (1995/1996) - scholars of the subject African and Afro-Brazilian who brought important contributions to the study. From the research data, we conclude that in the parents' view confirmed through the empiricism raised with the teachers, school practices do not contemplate affirmative action policy orientations, making it difficult to value the identity, traditions and customs of the community, Since it works according to the folkloric representation of the black by the hegemonic power, which indicates the need for training to change posture.