Educação patrimonial e diálogo de saberes no quilombo-indígena Tiririca dos Crioulos (Pernambuco)

• Ano de defesa: 2019
• Autor(a) principal: LÉO NETO, Nivaldo Aureliano
• Orientador(a): TAVARES, Maurício Antunes
• Banca de defesa: SANTANA, Moisés de Melo, SCIFONI, Simone
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação Associado em Educação, Culturas e Identidades
• Departamento: UFRPE - FUNDAJ
• País: Brasil
• Palavras-chave em Português: Processo educativo; Educação patrimonial; Relação étnico-racial; Quilombolas; Índio; Interculturalidade
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8494

The search for an intercultural education leads us to understand the alterities and the respective performative discourses of identities in certain social situations and political fields. The appreciation of the diverse knowledge of these identities, accepting their own epistemology and explanatory domains, indicate educative relationships in which local knowledge traditions can interact with didactic contextualization processes of school contents. The present work will seek the understanding of the educational processes that may exist when performing the interactions between Cultures and Educations in the territories that deal with the shared management of local memory, considering that such actions also unfold in political struggles for recognition. To this end, it starts from a shared management Heritage Education action carried out in partnership with the indigenous quilombo Tiririca dos Crioulos (Pernambuco), entitled “From the Hole to the World”, which took place between 2014-2018. Using a qualitative approach, the study in question seeks to understand the steps that occurred throughout this action, highlighting the processes and educational uses of Heritage mediated by a participatory action research. It discusses the processes of (de) legitimization of local knowledge and its interaction with school didactic contents, specifically for Science / Biology Teaching, entangled in the affirmations of an identity that recognizes the black and indigenous presence in the Pernambuco hinterland.