Tecendo africanidades como parâmetros para educação quilombola e do campo

Abstract

The research carried out and the thesis presented here deal with cultural heritage focusing on three maroon communities in the State of Ceará. Maroon communities are named in Brazil as “Quilombos”. The work presents the paths taken in formulating problems for maroon community’s education. It discusses the perspectives of maroon communities (quilombola) education and education in the maroon community and out of it but for the people form maroon communities and unifies the pedagogical work for the educational proposals. It studies the formulations of material and immaterial cultural heritage and its importance for maroon communities, for identity and belonging to maroon territory, looking at the legal and legal aspects of maroon people recognition and insertion in quilombola school education. Systematizes the proposal for the use of cultural heritage in the training of teachers in quilombo’s areas, both from the perspective of maroon community’s education. The work presents a wide set of definitions about the terms used in the understanding of territories, identity and belonging to maroon communities and the education of maroon people. This thesis was carried out based on the concept of systemic complexity, which implies the realization of approaches concatenating historical, geographical, social and educational information. It seeks the constant crossing of knowledge from different areas of the humanities in the understanding of the curricular and educational needs of the maroon communities. The research developed in this thesis carried out the purpose of surveying the cultural heritage of the three maroon communities in the state of Ceará: Quilombo da Base, Nazaré and Serra do Evaristo, studied the use of these heritage in maroon community school education. After a series of 20 maroon communities in the state of Ceará was recognized for their work and study routes, three were chosen for the research due to differences in region and access conditions regarding the distance from the city of Fortaleza. In the studies of concepts, the thesis proposed and unified the concepts of maroon school education and the maroon people field, showing that they are approaches related to the same population and that there may be compatibility between theoretical political approaches. In the field work, the thesis makes a strong contribution to the cultural heritage of maroon communities, in terms of their recognition, photographic record and the use in education and in the training processes of school educators in maroon community or in maroon regions. The concepts that make up the maroon community education studies were revised and expanded for the elaboration of this thesis as well as the literature about maroon communities in state of Ceará in the various areas of knowledge was also revised. In the results of the research carried out, cultural heritage and its possibilities of use in maroon school education and rural education are presented.