Princípios educacionais nas escolas quilombolas urbanas em Goiás: uma análise documental

Abstract

This study, linked to the Education, Society and Culture Research Line, of the Postgraduate Program in Education, at the Pontifical Catholic University of Goiás, affiliated with the Youth and Education Research Group, set out to answer the following research problem: What educational principles underlie the pedagogical projects of three quilombola schools in urban territory in the State of Goiás? To this end, the general objective was to investigate and understand the educational principles that underlie the pedagogical projects of three quilombola schools in urban territory in the State of Goiás. The motivation for the research arose from the author's experience as a teacher in an urban quilombola school, in which she identified the lack of cultural representation in the formal education of these students. Regarding methodology, the study adopts a qualitative, bibliographic, and documentary approach, using documentary research as a fundamental tool. The research stands out for the analysis of official documents, both at national, state, and local levels, considering the pedagogical projects of four schools that constitute the empirical basis offering an understanding of the educational phenomena under study. In the theoretical foundation, the option for authors such as: Bastide and Fernandes (2008); Brazil (1988; 2010, 2012, 2016); Damasceno (2018); Gomes (2002); Marinho (2008); Ribeiro (1995), among others, who contributed to the theoretical framework. This made it possible to build the structure of this dissertation, which is divided into three chapters. In the first, the condition of black people and the formation of Quilombos is discussed, with emphasis on the remaining quilombos in Goiás. Then, in the second, there is an in-depth look at quilombola education in Brazil and the struggle for the valorization of cultural identity. In the third chapter, the core of this research, with the study of quilombola education in the state of Goiás based on documentary analysis. The research reaffirms the importance of Postgraduate Education programs contributing to the construction of theoretical references on Quilombola Pedagogies. It also reveals that, despite the lack of state legislation that organizes and guides the organization and operation of quilombola education for urban populations in Goiás, schools, through their Pedagogical Projects, seek to contemplate the principles and guidelines present in national legislation