Percepções de educadores sobre as políticas públicas educacionais para a população quilombola em Minas Gerais: um estudo de caso da implementação da Resolução SEE 3.658/2017

Abstract

This paper presents a discussion on public educational policies for quilombola school education in the state of Minas Gerais, and as its main objective proposes to analyze how the implementation of the Guidelines for the Organization of Quilombola School Education (res. SEE/MG nº 3.658/2017) has been occurring in two quilombola schools in the city of Januária-MG. The main purpose of this legislation is to ensure that quilombola schools, and schools that serve students from the remaining quilombola territories, consider the sociocultural, political and economic practices of the communities they serve, seeking respect for the cultural specificity of each community in all stages of Basic Education. The work presents a qualitative approach, carried out through a literature review anchored in the National Curricular Guidelines for Quilombola School Education, Guidelines for the organization of Quilombola School Education in MG (Res. SEE/MG nº 3.658/2017), Parecer nº 16/2012 of the National Education Council (CNE)/Basic Education Chamber (CEB), and in authors who discuss the theme as: Arruti (2006), Gomes (2000), Munanga (2004) Silvério (2004) and Fiabani (2011. The universe of the field research are two Quilombola State Schools in Januária/MG and the research subjects are Directors, Pedagogical Supervisors and 5th grade teachers. A documental analysis of the Political Pedagogical Project (PPP) and the teachers' curriculum planning was carried out. In relation to the subjects, the collection of information happened through the application of questionnaires. The research pointed out that the implementation of Quilombola School Education according to the Guidelines for the Organization of Quilombola School Education in MG is still far from having a Quilombola Education according to the guidelines of the Minas Gerais State Guideline. The research data reveals that most of the anguish experienced by the educators surveyed is related to the lack of teacher training by higher education institutions, the difficulty in awakening in students a sense of belonging, because they have difficulties in accepting themselves as quilombolas and the lack of didactic material. When verifying how the PPP of the target schools of the research is structured, we observed that the two PPPs of the schools elaborated in 2019 (and one of them reformulated in 2020) do not make any reference to the implementation of the DOEEQ/MG, and no article of Res. SEE/MG nº 3.658/2017 appears. Regarding the curriculum planned and developed in the 5th grade and attendance to the right of quilombolas provided in the resolution, the data point out that the actions of the Schools are still very incipient and the Eurocentric Curriculum still has much weight in the school space, and traditional knowledge is not being discussed in the school curriculum but in projects made, which are disconnected from that daily discussion.With regard to the articulation between scientific knowledge and traditional knowledge/socio-cultural practices typical of Quilombola communities, the data indicated that the issues of blackness, afro-descendents, Africa, and Quilombo are present in the Pedagogical Projects and are being worked on in specific actions. The importance of these actions is emphasized, but this discussion needs to be present in the school curriculum and subjects, a fact that was not observed.