Quilombo de Itacoatiara-AM: um estudo de caso na Escola Municipal Engenheiro Casseano Secundo (2017-2021)

Abstract

ABSTRACT The thesis entitled Quilombo de Itacoatiara-Am: A Case Study at the Engenheiro Casseano Secundo Municipal School has as its general objective to identify the cultural and political elements for the implementation of the Pedagogical Project in the existing school in the quilombo of Itacoatiara/Am, having as reference to the National Curricular Common Base-BNCC. The investigation used a qualitative approach, using in-depth interview techniques, document analysis and observation, with the participation of 55 participants. Bourdieu and Norbert Elias support the analysis in the social field of the thesis, in addition to theorists, such as Alfredo Wagner, Acevedo, Fanon, Sawaia, among other illustrious theorists who have dedicated themselves to the explanation of the theme. The results showed that there was social exclusion at all times in the history of the quilombos, before and after the 1988 constitution. Therefore, for the active participation of the quilombola citizen in the struggles in favor of the Quilombo do Lago de Serpa, there is a need for a partnership with the school. In this aspect, the Pedagogical Project was responsible for this connection. The survey with all community participants showed that it was a community of quilombo remnants and that some residents of the locality did not declare themselves for fear of losing some benefit or “going back to being a slave”. The School/Quilombo intertwining contributed to greater mobilization of the quilombola community in the fight against all types of exclusion, discrimination and prejudice. The construction of the Pedagogical Project identified cultural and political elements involved in the construction of the identity of the quilombola subject, which allowed to see more clearly the problems faced both in the Quilombo and in the school. In this aspect, such a project model can contribute to the construction of the Pedagogical proposal of other quilombos. Thus, the veracity of the thesis is verified, due to the fact that the Pedagogical Project is the heart of a school, be it quilombola or not. The proof that in the lower Amazon region there is no Pedagogical project in schools built within the quilombos, which is the case of the Municipal School Engenheiro Casseano Secundo, attests to the veracity of the thesis. Thus, the lack of knowledge of the social, cultural and political importance of the first quilombos, as builders of a new social vision about injustice in all areas, suffered by blacks over the centuries, before and after the liberation of slaves, the lack of recognition of the community's history of struggle, hampered the active participation of quilombola members and students from the school in question, in issues in defense of their individual rights, the school and the quilombo itself. In this aspect, the dynamics of interdependence networks resulted in meanings both individual, in a unique way, and collective, which refers to the incorporation of the educational habitus, which came to generate changes and perspectives, proven by the narrative of the Quilombo members and the school community. who fight for the continuity of education in the quilombola school. It is considered an analysis of a process in continuity, which means that if there is currently not so much struggle on the part of the Quilombo against the social exclusion suffered for centuries, the scenario of the future may represent a highly aware and active community in the struggles for their rights.

Keywords: Quilombolas. Inclusion/Exclusion. Pedagogical project. Habitus. Interdependence