Confluências entre práticas escolares antirracistas realizadas na EJA e saberes territorial quilombola

• Ano de defesa: 2024
• Autor(a) principal: Marraynie Karen Barros Camelo Castilho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Educação popular negra; EJA; Contracolonial; Educação antirracista; Educação; Educação de adultos; Educação - Relações raciais; Educação - Relações étnicas; Discriminação na educação; Discriminação racial; Racismo; Sociologia educacional
• Link de acesso: http://hdl.handle.net/1843/77962

This research aims to understand the youth and adult education (EJA, in Brazil) school practices that are built in dialog with the territorial knowledge of the Mangueiras Quilombo. To this end, based on the contributions of the quilombola Nego Bispo and his anti-colonial thinking, we are interested in understanding the relationship between organic and synthetic knowledge in the territory. The Municipal School Secretary Humberto Almeida was chosen to carry out the study due to its geographical and territorial location, close to the quilombola community and which receives students from that community. As this is a qualitative investigation, the main methodological procedures used were: direct observation, documental analysis, semi-structured interviews, among others. From a practical-theoretical perspective of Black Popular Education (EPN), we sought to understand the educational processes in a socially and ethnically-racially conscious way. The expected results indicate that the dialogical relationship established between organic and synthetic knowledge in the territory converges towards the implementation of new and other anti-racist educational practices in this type of education.