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
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2021-12-29
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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.
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Educação escolar quilombola - Minas Gerais, Projeto político pedagógico, Currículos