Apontamentos sobre a educação quilombola no Quilombo São José da Serra em Valença – RJ

Abstract

The present master's research seeks to understand the educational process within the quilombola community of São José da Serra, located in the municipality of Valença, Sul Fluminense region of the State of Rio de Janeiro. The primary objective is to make a note about Quilombola Education in the mentioned community, seeking to analyze the dynamics of the relationship between quilombola education and quilombola school education. Therefore, the specific objective is to understand if there is a pedagogy in the school institution that guarantees respect for the specificities of the quilombola community São José da Serra, and values the knowledge of the quilombolas, dialoguing together with school knowledge. The path taken to these ends began with a literature review, which was the basis for structuring the proposed categories: quilombo, quilombola education and quilombola school education. Subsequently, a virtual interview was conducted with members of the quilombola community: two teachers from the school community and two people from the community, being the leader and an activist. The instrument for data collection was 12 guiding questions for the virtual interview, which was done individually and mediated through Google Meet and Zoom software. The data from the results were correlated based on the comparison and association of the speeches of those involved, and using the categories raised to support the interpretation. The discussion was established in the light of the current legislation and the literature review developed. The research has the profile of a case study previously substantiated by a literature review, with a qualitative approach, applied nature, and the objective of an exploratory nature. The results indicate that there are some convergent points in the interviews, but, most of the answers do not relate, suggesting a disharmony between the teaching performance and the purposes of quilombola school education. The conclusion is that, in the São José da Serra community, quilombola education and quilombola school education coexist far apart, not establishing dynamics between them. It is emphasized, in this aspect, that the school should not be apart from the community, but within the community, covering the particularities of the whole quilombola culture. It is evident that there is an absence of more effective public policies that promote professional qualification, and carry out institutional inspections in quilombola school communities to supervise if the quilombola school education practice is assuring respect for the culture and inclusion of the community's own knowledge.