Educação e saberes tradicionais quilombolas: um estudo sobre as práticas educativas na Escola Municipal Jaú Tambor - Novo Airão/AM

Abstract

The presente study emerged from the following concern: Has the school in the community of Tambor in the municipality of Novo Airão, state of Amazonas, been incorporating quilombola knowledge in the educational practices of that school as a way of strengthening identity and culture? To answer this question, the main objective was to verify if the traditional quilombola knowledge has been incorporated into educational practices in the community school of Jaú Tambor, in the municapality of Novo Airão – AM, as a way of strengthening identity and culture. To this, the following objectives were listed: a) To find out what the studies and documents on school education and traditional quilombola knowledge point out; b) Investigate the pedagogical practices of teachers and their interace with traditional quilombola knowledge in the Jáu Tambor community; c) Identify wether the education developed at the Jaú tambor Municipal School has enabled the identify and cultural strengthening of the quilombola people in that community. The research is based on the writings of Costa (2011), Araújo (2019); Farias Junior (2013); Ferreira (2020); Moura (1988), Silva, Florêncio and Pederiva (2019); Siqueira (2017); Ranciaro (2016); Rocha (2019); Almeida (2010); among others and legal documents that deal with the topic adressed. This is a qualitative research, anchored in the ethnographic method. The first specific of this research was achieved through bibliographic and documentar research, as it was found in books, in database of the Brazilian Digital Library of Theses and Disserations (BDTD) and CAPES, through a survey of theses research carried out in the past, as well as scientific articles from periodicals dealing with research carried out on quilombola peoples considering their identity, history and institutionalized educational processes in the Brazilian and Amazonian context. The second and third specific objectives were achieved through etnographic research in the Tambor quilombo. The study included 3 teachers and 5 students from the Jaú Tambor Municipal School. We conclude that traditional quilombola knowledge is in na ethnic relationship with indigenous knowledge in tthe Tambor quilombo and that both mark the identity of this people. Therefore, educational processes must consider the knowledge of both ethnic groups in the teaching-learning process to strengthen these sociocultural identities.