Etnoletramentos e formação docente : semeando perspectivas decoloniais para educação escolar quilombola

• Ano de defesa: 2024
• Autor(a) principal: Carvalho, Francisca Edilza Barbosa de Andrade
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Teorias decoloniais; Currículo; Formação de professores(as); Etnoletramentos; Educação escolar quilombola; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Decolonial theories; Curriculum; Professors training; Quilombola school education; Teorías decoloniales; Formación de profesores; Educación escolar quilombola
• Link de acesso: http://ri.ufmt.br/handle/1/6447

ABSTRACT: The proposal of this thematic was seeded in the joy of the groups I participate, in the smiles and chants that accompany the struggle for social justice. This research is included in the Research Line of Social Movements, Politics and Popular Education of the Postgraduation Program in Education from the Universidade Federal de Mato Grosso/UFMT. It regards to the project segment “Etnossaberes: Perspectives and Challenges to the Teacher Training Working in the Quilombola School Education” proposed by the study group and researches in Quilombola and School Education/GEPEQ. It is coordinated by the PhD Suely Dulce de Castilho. In this segment, this research aims to describe and analyze the formative processes shared in an action-investigation together with the teachers that work in a quilombola school of the Mato Grosso state, guided by the Etnoletramento premises and the impacts of that formation in their pedagogical practices. The research locus was the Quilombola State School José Mariano Vento, located in the quilombola territory Vão Grande, which in turn is located between Barra do Bugres (MT) and Porto Estrela. The participants of this research were four teachers that work in that school. The theoretical discussion encompassed the concepts of quilombo, quilombola school education, curriculum, eurocentrism, decolonial theories, etnoletramento conceptions, teacher training, besides the directions and curricular orientations for quilombola school education. Therefore, we referred some authors such as Castilho (2011, 2008), Lander (2005), Mignolo (2003), Maldonado-Torres (2007), Catherine Walsh (2009), Freire (1987, 1987), Arruti (2008, 2010), Arroyo (2013), and some others. Methodologically, it is a qualitative inquiry, in which is used the ethnography based on Geertz (2008) and the action-research and in the conceptions of Thiollent (1986). It was used the observation participant, semi structured interviews, questionaries and documental analysis to generate the data. During the development of the action-research were made four stages: theoretical study with the teachers, field research made by the teachers to get the etnossaberes from the community, elaboration and application by the teachers of pedagogical activities using information from the field research that resulted in a politic pedagogical proposal of reading and writing teaching starting with etnossaberes, that possibly, could inspirate other practices in other quilombola communities. Considering the objective of the research, the teacher stories affirm that is possible to attend the etnoletramento premises throughout the teaching of the initial years in José Mariano Bento School and it affirms our thesis that the dialogue about the etnoletramentos and etnossaberes conceptions promoted by the continued training can make teachers to contribute to the advancement of an anti-hegemonic, pluriversal education connected with the interests of quilombolas students, instigating them to the protagonism.