A educação física no currículo de uma escola quilombola no extremo sul da Bahia: em foco o projeto político pedagógico, a gestão e o corpo docente

Abstract

This research primarily focuses on investigating the role of Physical Education in the educational practices at Escola Municipal Doutor Sócrates Ramos. The choice of the school for this research was based on the fact that it is located in the researcher’s territorial region of origin, and also due to the scarcity of studies in the educational field within the identity territory of the Extreme South of Bahia, particularly in the curricular area of School Physical Education related to quilombola communities. The emphasis is on the Physical Education curriculum, Ethnic-Racial Relations, and Quilombola School Education. The approach adopted is qualitative with a participatory nature. Furthermore, the research was centered on document analysis, exploring semi- structured interviews with the teacher and the principal. The analysis was conducted based on the theoretical-methodological framework of the study, participant observation, and incorporating the results obtained from the interviews to understand how the school leadership and teachers have responded to the challenges posed by Law No. 10.639/03 and contributed to fostering the sense of identity and belonging among the local quilombola children, particularly regarding the teaching of Physical Education in quilombola communities. The results of the study indicate that formative practices in quilombola communities, at the Volta Miúda school, show both challenges and opportunities for the implementation of quality Quilombola School Education EEQ. The primary difficulty highlighted by the school administration is the lack of a specific curriculum for quilombola schools, which limits the appreciation of the students’ ancestral and historical cultural particularities. The absence of official recognition of the community also exacerbates this situation, preventing public policies from more frequently reaching the territory. We conclude that Quilombola School Education EEQ and Education for Ethnic- Racial Relations ERER are tools that should be diligently worked into curricula, as they are legal instruments for the development of anti- hegemonic and plural education.