Navegando por Assunto "Quilombolas - Educação"

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Análise do ensino das ciências e matemática em um contexto de educação quilombola
(2020-11-06) Silva, John Victor de Oliveira; Silveira, Thiago Araújo da; http://lattes.cnpq.br/5110982163642369; http://lattes.cnpq.br/8190629644989342
Nowadays, our country has a huge amount of Quilombola Communities approved by the Fundação Cultural Palmares, they are survivors due to the strong struggles for the recognition and guarantees of their rights. In the educational aspects, important advances have been made in recent years in their appreciation of these peoples and new demands to increasingly expand cultural and ethnic diversity in Brazil, through the implementation of PCN's (National Curriculum Parameters), where it is based on Law no. 10,639 / 2003, the Quotas Law, Quilombola Education Guidelines, among others. The general objective of this work is to analyze the teaching of science and mathematics in a school located in Quilombola Community in rural Pernambuco, based on the speech of the teachers who teach in it. For this, we use a qualitative methodology, with interviews for data collection and for the analysis we carry out the Dialectic Hermeneutic Analysis. As a result, we realized that the investigated teachers always seek to relate the scientific content with the epistemological, cultural and historical issues of the community, mainly with the use of teaching strategies to better contextualize these contents; we also noticed that they are very careful about the elaboration of their plans and the relationship between the students' daily lives and the contents proposed in the curriculum.
O direito à educação Quilombola: Quilombolas, escolas e Projetos Políticos Pedagógicos em Bom Conselho - PE
(2018-08-16) Curvelo, Maely Carlos da Silva; Baião Filho, Luiz Gonzaga; http://lattes.cnpq.br/2107039085856949
Studies on ethnic-racial issues within Brazilian education have been progressing more and more, presenting unknown realities, denouncing practices of silencing, allowing significant reflections on the educational scenario of quilombola individuals and communities, making possible contributions to Social Science. Currently, Quilombola Education is part of the right to education through the institutionalization of the modality, whose organization respects, acknowledges and reaffirms the specificities of the subjects, in the sense of seeking to promote an education against racial inequalities, against forms of racism and prejudice, finally, against the myth of racial democracy. The study presented here is related to the author's Course Conclusion Paper, which proposed to study the educational scenario of the quilombola communities of the municipality of Bom Conselho-PE in the field of management, adopting the School's Political Pedagogical Projects as one of the main sources of analysis, followed by semi-structured interviews in which the participating subjects are heard as citizens of rights, so as to analyze in the Political Projects Pedagogues of the quilombola schools the actions focused on the ethnic specificities of the groups, as a right to a differentiated Education, capable of ending with the educational inequalities that for years made access, permanence and success difficult for quilombola students in Brazil. We chose the qualitative approach (LUDKE; ANDRÉ, 2012) and the documented documentary field research, which consists of taking as the main data collection the official and unofficial documents, in order to investigate them in the search for data that respond to the objectives. The results pointed out the diagnosis of the educational situation of quilombola schools, the impasses, convergences and divergences experienced by the communities in the search for the enjoyment of their rights, the performance of the educational management of the municipality towards Quilombola Education, as well as enabled us to point out some issues to be considered both with respect to the educational laws that deal with the said modality of education and in the process of assimilationism that made / forms part of the structuring and formation of the Brazilian society.
Educação quilombola: construção e fortalecimento da identidade apoiando-se na relação comunidade/escola
(2019-01-31) Ferreira, Dayane Maria da Silva; Costa, Caetano De' Carli Viana; http://lattes.cnpq.br/1659373322351561
A figura do coordenador pedagógico e o papel da escola na construção da identidade cultural
(2019-02-15) Lima, Ryanne Mayse Chalega; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845; http://lattes.cnpq.br/4008931055835302
The profession of pedagogical coordination receives a specific degree of importance through the social function that it exerts in being the articulator between the curricular proposals and the teachers of the institution in the pedagogical field, organizing together the reflection, the participation and the means for the implementation so that the school can fulfill its task in guaranteeing the right of all students to learn. In this sense, the present work intends to carry out a case study in a community quilombola in the taun of Garanhuns PE focusing on the educational management and the role played by the pedagogical coordination in the process of organization of educational work. Understanding Quilombola Education as a specific modality that must be contemplated in all its aspects in order to make possible a more just and egalitarian society, and therefore, the ethnic specificities of this social group require a differentiated work in the pedagogical coordinator, we seek to analyze what actions are performed by the school management especially in particular by the figure of pedagogical coordination for the process of construction of cultural identity. As results obtained it was possible to analyze that many are the limits and challenges faced by the coordinator in the attempt to develop his articulating function, fulfilling an important role being privileged actor in guaranteeing the right to quality in Quilombola Education.