O currículo e a diversidade étnico-racial: desafios na educação para quilombolas da comunidade Borá, Brasília de Minas

Abstract

At a time when the need to decolonize curricula and their contextualization with education policies for ethnic-racial relations is being discussed, this research carried out in 2023 and 2024 had the general objective of identifying the difficulties students from the Borá quilombola community, in the city of Brasília de Minas, face from the high school curriculum and thus, what the repercussions are on social relations and habitual space. A qualitative approach linked to the geo-ethnographic experience was used to overcome the challenges that are justified by the interpretative and dialogical character, in the light of Souza in Marafon, et al (2013). The study conducted a comprehensive bibliographic review on quilombola school education. Data collection was performed through questionnaires and interviews conducted via WhatsApp. Furthermore, the content analysis method was applied to the Political Pedagogical Project (PPP) of Sant’Ana State School. In order to deepen the understanding of the difficulties faced by students in the first and second years of high school, a pedagogical intervention project was implemented in 2024 with a group of 13 participants. The activities were conducted in the schoolyard, providing a more informal environment for data collection and the application of specific pedagogical strategies. Cartography was used to direct students to the concept of place, as discussed by Tuan apud Sposito (2004), in addition to the understanding of spatial scales. The results indicate that the school curriculum has significant potential to promote a more critical and inclusive education, if it is adapted to the realities and needs of quilombola students. The research also highlights the need for ongoing training of teachers so that they can work more effectively with the legislation that supports Afro-descendant culture and develop pedagogical practices that value cultural diversity.