Educação quilombola e educação escolar quilombola: reflexões em torno da implementação das Diretrizes Curriculares da Educação Escolar Quilombola na Rede Básica Municipal de Ensino do município de Barro Alto-Bahia.

Abstract

This production is the final text of the doctoral thesis in Ethnic and African Studies (POSAFRO-UFBA) with field research developed in quilombola schools and schools with quilombola students, in the Municipal Education Network of the municipality of Barro Alto, in the interior of Bahia. The stages of the research and the changes that occurred due to COVID-19 in 2020 are presented. It brings in its theoretical and methodological contribution, the epistemological perspective of decoloniality and countercoloniality, based on black and quilombola authors who are Afro-referenced and who dialogue with the praxis of this study, helping to understand quilombola education and quilombola school education, based on a paradigmatic and countercolonial change. Decoloniality is outlined here in the sense of situating the critique of the educational model, perpetuated by colonialism, seeking to echo and give voice to historically denied knowledge, with the paradigmatic change as a driving force. In turn, countercoloniality contributes to affirming, through Quilombola Education and Quilombola School Education, the process of black and quilombola resistance, of claiming and proposing another educational model, having as one of the instruments, the Curricular Guidelines for Quilombola School Education.The aim was to understand how schools have implemented them, in conjunction with legislation focused on anti-racist education. The methodology was inspired by the qualitative method and the decolonial perspective, and its application instruments and stages were: field visits, participant observation, application of diagnostics, open and semi-structured interviews, and visits to quilombola communities, based on meetings with students, families, and the community in order to present and discuss the research. In addition to these instruments, the data from the Federal Government's school census, made available by the National Institute of Studies and Educational Research Anísio Teixeira (INEP) and the National Policy on Equity, Education for Ethnic-Racial Relations, and Quilombola School Education (PNEERQ), as well as data from the Brazilian Institute of Geography and Statistics (IBGE), served as an analytical basis. The following categories of analysis permeate and compose the theoretical axis, in mediation and interpretation with the empirical and axiological field: Quilombola Education, Quilombola School Education, Guidelines, Racism, Decoloniality, Territory and Identity. Finally, concepts and discussions such as anti-racist education, racism and ethnicity are immersed.