Candomblé de Angola na comunidade tradicional de matriz africana Manzo diá Luango: história, ensinagens e educação

Abstract

The present work aims to investigate and describe how educational processes – the Teachings of Terreiros and their specificities - take place for the Ndumbis and initiates of the Manzo diá Luango in São Francisco/MG, especially in certain ritual groups. We understand that understanding the educational processes based in terreiro communities makes it possible to understand education in its broadest sense. This objective unfolded into three other objectives that made up the chapters of this work. In the first chapter, the aim was to discuss different understandings of education, the teachings of terreiros and, in particular, Candomblé. To this end, we used authors such as Brandão (1993), Freire (1996; 2020), Libâneo (2001), Luiz Rufino (2019), Tassio Ferreira (2021), Vanda Machado (2013) and Stela Caputo (2012); in the second chapter. the aïm was to construct an introductory and brief order of presentation and understanding of the "advent/unveiling" of Manzo dia Luango, and this part responded to the request that we perceived from the quilombo itself and was carried out based on an "ethnography" in the quilombo and interviews, methodologically oriented from the perspective of Oral History, reporting on the reconstruction and constitution of Candomblé in the space in which it currently takes place/manifests itself. In the third chapter, we describe the educational processes and teachings for the Ndumbis and initiates in the Manzo Diá Luango in São Francisco - MG during activities in the terreiros rituais ensembles. As an epistemological basis. we rely on the Epistemology of the Crossroads, proposed by Rufino (2019), intersecting it with the methodological processes of Ethnography and Oral History, and the very Knowledge of the Candomble Plantation in which we work, through effective participation. We understand education as a process that doesn't necessarily take place in formal spaces, being pluriversal and dialogical, related to responsiveness and the other. Ensinagens de Terreiro (Terreiro Teachings) enable understandings that are constituted in terreiro communities, with different paths, from ancestry to integrality Regarding Manzo diá Luango, we observed that its history begins with its ancestors, and that despite the difficulties, they built a whole place by many hands, with and for a whole people. We observed that the Teachings dialog with complex learning processes, which we call "Teaching Acts”. which range from hierarchy and the family to relationships with children. Teaching is a viable educational alternative that opposes exclusionary and hegemonic conceptions. Finally, this dissertation differs from others in that we tell other stories, defend what we believe in and immortalize subjects - this being our greatest achievement.