A Realidade das classes multisseriadas em uma escola da comunidade Quilombola na modalidade remota no município de Barreirinha, Amazonas, Brasil (2021- 2022)

Abstract

The research entitled “The reality of multigrade classes in remote method in a quilombola community school from the municipality of Barreirinha, Amazonas, Brazil” (2021-2022), was undertook with the support of PPGE-UFAM - Federal University of Amazonas’ graduate studies program (master’s program)/ CAPES. It was developed in the context of a school from Boa Fé community, located in the Andirá River’s quilombola District, which belongs to Barreirinha, 300 km away from Manaus. It was originally an in loco research, prior to the pandemic, but, considering the social distancing restrictions and the Covid 19 international health crisis, we proceeded to bibliographic research based on already published works from the Brazilian Digital Library of Thesis and Dissertations (BDTD). It is a qualitative, exploratory research, based on the autoethnography. It has as the main objective: To unfold the pedagogical practices through teachers’ reports and bibliographical material that treat the thematic, which emphasize the potential of the teaching and learning process founded on the dialogue between scientific knowledges and local knowledge from the Quilombola community in Barreirinha/AM. As for the specific objectives, we present: 1) Discussing the teachers’ training based on the National Curricular Directives (DCNs). 2) Understanding how students’ knowledges develop within the teaching and learning process, contextualizing the local and the scientifical knowledge. 3) Reporting the pedagogical practices used by teachers in the teaching and learning process related to the identity strengthening in the Quilombola community. Our theoretical substantiation relies on studies of BAUMAN (2005); HAGE (2016); HALL (2006); MINAYO (2013); MASCARENHAS (2019); MUNANGA (1978); QUIJANO (1992); RANCIARO (2016) and VASCONCELOS (2016). The results of the main objective were achieved through participation in the moments of pedagogical practice carried out by the teacher as she reported the existential and emergent challenges on quilombola context. The specific objectives were accomplished through a questionnaire structured on Google Forms, online interviews on WhatsApp and bibliographic material. In this research, participated 01 (one) principal from the Santa Tereza do Matupiri school, 01 (one) female teacher and 02 (two) male teachers from Trindade community, 01 (one) female teacher (face-to-face) and, after a long resistance, 02 (two) teachers from the school we researched, who agreed to contribute with this work on an online modality (WhatsApp and Google Forms), considering the pandemic moment. In the sight of the results achieved by this research, we believe that the Quilombola scholar education on the state of Amazonas needs to be regarded as the element that transcends the particular memory of black population in its peculiarities, respecting the tradition, the rites and all the ancestrality that carries meanings in its essence.