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- Title
EDUCAÇÃO ESCOLAR QUILOMBOLA: UM OLHAR SOBRE QUESTÕES FUNDAMENTAIS DO CURRÍCULO ESCOLAR.
- Authors
Granier Alves, Lion; da Silva Franqueira, Alberto; Blandino Florentino, Bianca; Cordeiro de Moura, Cleberson; da Cruz Chagas, Jéssica; Vicente da Silva, Rodrigo; Aparecida Viana Santos, Silvana Maria; Cristo Viana, Silvanete
- Abstract
The study focused on examining educational practices in Quilombola schools, particularly in increasing the appreciation of Afro-Brazilian culture and promoting a more inclusive and culturally relevant education for Quilombola students. The research sought to explore the interactions between culture, school curriculum and identity in Quilombola schools, aiming to understand the challenges and opportunities in implementing a curriculum that respects and celebrates the ethnic and cultural diversity of these communities. Drawing on the ideas of prominent scholars such as Nilma Lino Gomes, Homi Kharshedji Bhabha and Kabengele Munanga, the study underlined the importance of decolonizing curricula, promoting cultural diversity and recognizing racial identity in quilombola schools. The conclusions highlighted the critical need to re-evaluate existing educational practices and adopt innovative approaches that honor and empower quilombola communities, thus enriching the overall educational landscape in Brazil. Key recommendations included the development of customized curriculum guidelines for Quilombola School Education, specialized teacher training initiatives and the creation of educational materials that embrace and defend the ethnic and cultural diversity prevalent in Quilombola schools. The conclusions emphasized the need to implement educational policies that celebrate Afro-Brazilian culture and advocate respect for ethnic and cultural diversity, with the ultimate goal of promoting a more inclusive and empowering educational environment for quilombola students. In addition, there was a call for the continuation of the academic discourse on the decolonization of curricula and the advancement of racial equality in the Brazilian educational context. It was suggested that longitudinal research be carried out to assess the effectiveness of such policies and innovative pedagogical practices in quilombola schools.
- Subjects
CULTURAL pluralism; SCHOOL environment; CULTURALLY relevant education; RACE identity; RACIAL inequality
- Publication
Revista Foco (Interdisciplinary Studies Journal), 2024, Vol 17, Issue 5, p1
- ISSN
1981-223X
- Publication type
Article
- DOI
10.54751/revistafoco.v17n5-158