Ensinar-aprender com a educação escolar quilombola: investig/ação na (auto)formação docente na/para a educação em ciências naturais

• Ano de defesa: 2024
• Autor(a) principal: Santos, Jéssica Araujo dos
• Orientador(a): Lopes, Edinéia Tavares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Estudo e ensino; Quilombolas; Relações étnicas; Conhecimento e aprendizagem; Ciência (estudo e ensino); Professores de Ciência (formação); Educação escolar Quilombola; Educação das relações étnico-raciais; Educação em Ciências; Quilombo
• Palavras-chave em Inglês: School education; Ethnic-racial relations education; Science education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/20219

This research aimed to investigate the possibilities, advancements, and challenges encountered in a (self)training experience of Science/Chemistry educators, with the Quilombola State School Gilberto Amado serving as a transgressive formative and investigative field, as well as the dialogues established with the Quilombola community of Porto D’Areia, a Mozambican student in a teaching internship, and a Quilombola student in Geography. It is linked to the research project “ENTRELAÇOS DE RESISTÊNCIA” and adopts qualitative research based on participatory action research (IAP). In IAP, there is no hierarchy between the subjects and the researcher, and there is a commitment to the subjects and to those invited to participate in the project, investigating what the community demands. This investigation emphasizes collective consciousness, where the paths are constructed through research. The narratives produced were analyzed and grounded in the discursive textual analysis of Moraes and Galiazzi (2006). Through data analysis, we highlight the importance of institutions committing to antiracist education and valuing African, Afro-Brazilian, and Indigenous history and culture, as provided for in Law 11.645/08. We also emphasize the quilombo as a formative space and a site of knowledge production, where the practices of the "Sword of Fire" challenge the Eurocentric model of the educational curriculum. This is based on the proposal of contextualization using criteria grounded in Paulo Freire and the National Curriculum Guidelines for Quilombola School Education. The thematic focus demonstrated the possibilities for contextualizing Science Education in this community, fostering antiracist education. The topic holds socio-historical-cultural relevance, with a focus on ethnic-racial issues; it has local scope, addressing the ethnic-racial specificities of the community; it emerges from the investigation of reality and guides the choice of themes and content with the participation of the Quilombola community, allowing all areas of school knowledge to engage in dialogue with traditional knowledge, seeking an understanding of a real situation.