Contribuição da Escola José Bonifácio para o fortalecimento da identidade cultural e territorial do quilombo do Curiaú

Abstract

This research approaches the contributions of José Bonifácio State School for the strengthening of the cultural and territorial identity of the Curiaú Quilombo. This study was based on the theoretical-methodological framework of Munanga (2012, 2014, 2008), Gomes (2007), Cavelleiro (2001), BRASIL (2001, 2004, 2012). It was applied a qualitative methodology, and the instruments of data collection were the official documents and semi-structured and transcribed interviews, with the participation of seven teachers from the researched school. The results of the study reveal that each one of them considers themselves as important for the reinforcement of the cultural and territorial identity of the Curiaú Quilombo; however, the research points out the need of an ongoing formation on Ethnic-Racial Education as well as an extensive and committed discussion on the National Curricular Guidelines for Basic Education, National Curriculum Guidelines for the Education of Ethnic-Racial Relations and on the Teaching of Afro-Brazilian and African History and Culture, and also the National Curricular Guidelines for Quilombola School Education, since it was perceptible the lack of theoretical knowledge of the participants in the discussion of the issue proposed by this research. We noticed the absence of the community in the revitalization of the Political Pedagogical Project. From the observations, we can signalize some points necessary to instrumentalize the teachers in the dialogue about identity and territoriality, through the continuing education on African and Afro-Brazilian History and Culture, which could be presented as seminar, workshops and lectures for all teaching staff and school workers.