Educação escolar e tradições no Quilombo São José da Serra - Valença/RJ: um encontro de saberes na perspectiva da lei 10.639/03

Abstract

This study deals with the close dialogue between the formal schooling process and the traditional knowledge and the ways of learning in “Quilombo São José da Serra”, localized in the city of Valença (RJ) on the context of a curriculum policy for “quilombola” school education, anchored in the Law No. 10.639 / 2003, which established the obligation content of an Afro-Brazilian and African History and Culture in Brazilian education systems, and its extensive legislation towards implementation with emphasis on the National Curricular Guidelines for Quilombola School Education, the CNE / CEB Opinion Nº 16/2012. The porpose of this study is to identify the linkage between the educational process in a school located in quilombola territory and the curricular dialogues with the traditional knowledge of the community where the school is inserted. This is an ethnographic research of a qualitative type where the approach used was the study cases. In order to meet the goal proposed here, I have surrounded myself with the theoretical reflections on the Afro-centrality from Molefi Kete Asanti (1980) and on the anti-colonization studies from Antônio Bispo dos Santos (2015). Then, it concludes that in a structurally racist society, the school, not necessarily because it is located in a quilombola territory, may it be required to implement a project without the support of other instances of society. I understand that racism as a structural phenomenon is articulated in a network and can only be fought on an institutional level. It is not possible to raise expectation only in a social circuit, like the school environment, even if it is in quilombola territory. The phenomenon strengthens the need to implement network policies which could promote an anti-racist Agency for valorization of the African culture, Brazilian culture and quilombola culture.