Educação escolar quilombola em comunidades do Vale do Guaporé
Carregando...
Arquivos
Data
2022-03-10
Autores
Demício, Mauro Sérgio
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tomou como objeto de estudo a educação escolar em comunidades quilombolas do Vale do Guaporé, em Rondônia, e procurou responder a seguinte questão: qual é a concepção de educação escolar para os quilombolas do Vale do Guaporé? Como decorrência dessa primeira questão, as políticas educacionais contemporâneas respondem às expectativas e reivindicações apontadas pelos próprios sujeitos quilombolas? O objetivo geral da pesquisa foi investigar a organização da educação escolar em comunidades quilombolas guaporeanas, a partir do processo de autoafirmação como quilombolas. Levou-se em conta que, ao se autoafirmarem como quilombolas a partir dos anos 2000, essas comunidades, que há muito já se organizam como comunidades ribeirinhas guaporeanas, reposicionam-se politicamente sob novas bases e fundamentos. Isso ocorre, inclusive, sob a égide de uma nova condição jurídico-normativa, afetando suas formas de relações sociais e de afirmação identitária, incluindo as relações que estabelecem com o Estado na reivindicação por políticas públicas, dentre elas, a educação escolar. O estudo adota uma abordagem analítico-explicativa e assume uma postura ontológica histórico-dialética, utilizando-se da pesquisa bibliográfica, da pesquisa documental e da pesquisa empírica como delineamentos metodológicos, com a entrevista semiestruturada para a coleta de dados. A pesquisa empírica foi desenvolvida nos municípios rondonienses de São Miguel do Guaporé, São Francisco do Guaporé e Costa Marques, onde estão localizadas cinco das oito comunidades quilombolas de Rondônia (Jesus, Santo Antônio, Pedras Negras, Santa Fé e Forte Príncipe). Como resultado da investigação, conclui-se que a institucionalização da Educação Escolar Quilombola (EEQ) enquanto modalidade de ensino, no contexto das políticas públicas e da organização da educação nacional, é resultado da ação política e da luta histórica do Movimento Quilombola no Brasil, na qual as comunidades quilombolas guaporeanas se inserem. A pesquisa empírica revelou que nenhum dos sistemas de ensino municipais investigados sistematizou alguma ação que contemplasse a adoção da EEQ como uma política pública direcionada especificamente às comunidades quilombolas, em função de influência de uma percepção generalista da política pública, elementos do gerencialismo na condução da política de educação e mecanismos do racismo institucional atuando como questão de fundo. Da parte dos quilombolas guaporeanos, constatou-se que estes desenvolveram uma concepção de educação escolar muito semelhante à concepção de educação própria e diferenciada que é reivindicada pelos movimentos e entidades quilombolas que os representam. Há um claro entendimento de que a educação escolar em seus territórios deveria contemplar elementos que a diferenciassem da oferta nas demais escolas dos sistemas de ensino. Embora não haja, de fato, políticas públicas implementadas, notou-se que, nas comunidades quilombolas Santo Antônio e Pedras Negras, há uma boa articulação com as escolas, permitindo que desenvolvam, por iniciativa própria, algumas atividades pedagógicas que contemplam minimamente aquilo que se concebe para a EEQ.
This research aims at the school education in maroons communities in Guapore Valley, in Rondônia, and sought to answer the following question: What's the perception of school education for the maroons from Guapore Valley? And, as a result of this first question, do contemporary educational policies meet the expectations and claims pointed out by the maroons subjects themselves? The general objective of this research was to investigate school education in guaporeans maroons communities. Since the start of the process of self-affirmation as maroons took place in 2000, these communities organized themselves as guaporeans riverside communities, repositioning themselves politically on new bases and fundamentals, including the aegis of a new legal normative condition, which affects their social relations and identity affirmation, including relations established with the state in claiming public politics, among them, school education. The study adopts an analytical-explanatory approach and assumes a historical-dialectical ontological posture, using bibliographic research, documental research, and empirical research as methodological outlines, with a semi-structured interview for data collection. The empirical research was carried out in the municipalities of São Miguel do Guaporé, São Francisco do Guaporé, and Costa Marques, where five of the eight maroons communities in Rondônia are located (Jesus, Santo Antônio, Pedras Negras, Santa Fé, and Forte Príncipe). As a result of the investigation, it is concluded that the institutionalization of the Maroon School Education (MSE) as a teaching modality, in the context of public policies and the organization of national education, is the result of political action and the historical struggle of the Maroon Movement in Brazil, in which guaporeans maroons communities are inserted. The empirical research revealed that none of the investigated municipal education systems systematized any action that contemplated the adoption of the MSE as a public policy, specifically aimed at maroons communities, due to the influence of a generalist perception of public policy, elements of managerialism in the conduct of education policy and mechanisms of institutional racism acting as a background issue. On the part of the guaporeans maroons, it was found that they developed a conception of school education very similar to the conception of their own and differentiated education that is claimed by the maroons movements and entities that represent them, in a clear understanding that school education in their territories should contemplate elements that differentiate it from the offer in other schools of the education systems. Although there are no public policies implemented, it was noted that in the maroons communities of Santo Antônio and Pedras Negras, there is a good articulation with the schools, allowing them to develop, on their own initiative, some pedagogical activities that minimally contemplate what is conceived to the MSE.
This research aims at the school education in maroons communities in Guapore Valley, in Rondônia, and sought to answer the following question: What's the perception of school education for the maroons from Guapore Valley? And, as a result of this first question, do contemporary educational policies meet the expectations and claims pointed out by the maroons subjects themselves? The general objective of this research was to investigate school education in guaporeans maroons communities. Since the start of the process of self-affirmation as maroons took place in 2000, these communities organized themselves as guaporeans riverside communities, repositioning themselves politically on new bases and fundamentals, including the aegis of a new legal normative condition, which affects their social relations and identity affirmation, including relations established with the state in claiming public politics, among them, school education. The study adopts an analytical-explanatory approach and assumes a historical-dialectical ontological posture, using bibliographic research, documental research, and empirical research as methodological outlines, with a semi-structured interview for data collection. The empirical research was carried out in the municipalities of São Miguel do Guaporé, São Francisco do Guaporé, and Costa Marques, where five of the eight maroons communities in Rondônia are located (Jesus, Santo Antônio, Pedras Negras, Santa Fé, and Forte Príncipe). As a result of the investigation, it is concluded that the institutionalization of the Maroon School Education (MSE) as a teaching modality, in the context of public policies and the organization of national education, is the result of political action and the historical struggle of the Maroon Movement in Brazil, in which guaporeans maroons communities are inserted. The empirical research revealed that none of the investigated municipal education systems systematized any action that contemplated the adoption of the MSE as a public policy, specifically aimed at maroons communities, due to the influence of a generalist perception of public policy, elements of managerialism in the conduct of education policy and mechanisms of institutional racism acting as a background issue. On the part of the guaporeans maroons, it was found that they developed a conception of school education very similar to the conception of their own and differentiated education that is claimed by the maroons movements and entities that represent them, in a clear understanding that school education in their territories should contemplate elements that differentiate it from the offer in other schools of the education systems. Although there are no public policies implemented, it was noted that in the maroons communities of Santo Antônio and Pedras Negras, there is a good articulation with the schools, allowing them to develop, on their own initiative, some pedagogical activities that minimally contemplate what is conceived to the MSE.
Descrição
Palavras-chave
Educação escolar quilombola, Vale do Guaporé, Rondônia, Racismo estrutural, Racismo, Raça negra, Racism, Black race, Guapore Valley, Maroon school education
Como citar
Demício, Mauro Sérgio. Educação escolar quilombola em comunidades do Vale do Guaporé. Universidade Estadual Paulista (Unesp), 2022.