Os saberes e experiências pedagógicas dos docentes que atuam nas escolas públicas da região do Quilombo do Tapereira

Abstract

The present dissertation sought to characterize the conceptions and pedagogical practices developed by the teachers who work in the quilombo schools of Tapereira in relation to the strengthening of ethnic and cultural identity. The study dealt with pedagogical practices in dealing with ethnic-racial issues, promoted analyzes of the formal curriculum, practiced in the quilombola schools of the region, and sought to identify educational practices that contribute to the strengthening of the ethnic and cultural identity of quilombola students. A qualitative research was carried out and data were collected from a fieldwork, documentary analysis and semi-structured interviews. The results of the investigations indicate that most of the teachers who work in the Municipal Schools of Tapereira and São Sebastião stated that they are familiar with law 10.639 / 2003 and that they include contents of History of Africa in the curriculum. In addition, some educators from the schools studied develop projects aimed at enhancing the origin and culture of the students.