2024-12-192024-12-192021-01-08FREITAS, Fernanda de Nazaré Pereira de. Educação escolar quilombola : um estudo de caso sobre o currículo e práticas educativas na E.M.E.F. Remanescentes de Quilombo São José da Povoação. Orientadora: Sônia Maria Pereira do Amaral 2021. 54 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação e Ciências Humanas, Campus Universitário de Breves, Universidade Federal do Pará, Breves, 2021. Disponível em: https://bdm.ufpa.br/jspui/handle/prefix/7539 . Acesso em:.https://bdm.ufpa.br/jspui/handle/prefix/7539It is known that black people in Brazil have made an extremely important contribution to the country's development, and therefore their merits should be recognized. Education plays a fundamental role in disseminating cultures that have been forgotten throughout the country's history, including those of the remaining quilombo communities. Given this context of knowledge of who the remaining quilombo communities are and how they live, an investigative look was taken at the São José da Povoação Quilombo Remnant School, which is located in a place where there are descendants of slaves. The objective of this work was to learn how the school's curriculum is produced and worked on and how educational practices are applied in favor of valuing the identities of the Quilombola people living there. The main documents studied were the Laws of Curricular Guidelines for Quilombola School Education, the Public Policy Guide for Quilombola Communities, (Political Pedagogical Project (PPP) of the Municipal Elementary School Remains of Quilombo São José da Povoação), as well as Law 10.639/03, which deals with the teaching of Afro-Brazilian and African history and culture, and highlights the importance of black culture in the formation of Brazilian society. Before entering, we sought to trace a trajectory around the school and explored several important elements that make up the context of the community, thus addressing religiosity and women as an element of struggle and resistance. Later, we delved into the school and its specificities. For this, we invited several scholars to the debate who contributed to enriching and deepening the problems addressed here with their theories; (MUNANGA, 2005) which addresses themes such as racism, identity, diversity, ethnicity and citizenship; (ARROYO, 2012), which advocates comprehensive education and the appreciation of culture, (OLIVEIRA, 2017), defends the quilombola being and curricular practices and rural education, (SANTANA, 2019), which brings insurgent voices of black women to the debate and issues surrounding women and their empowerment in the face of a sexist society, among other contributions that were essential to qualify the research. The results indicate that over the years much has been lost in the culture, customs, way of life, and organization of work practiced by the oldest, but there is much to be done, because this research, in addition to contributing to an analysis of the real situation of the school of the São José da Povoação Quilombola Slave Remnants Community, opens up possibilities for rethinking pedagogical practices that may rescue, or even strengthen, the traditions and way of life of a people with a broad cultural wealth.Acesso AbertoEducaçãoCurrículoQuilomboEducationCurriculumCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO::CURRICULOS ESPECIFICOS PARA NIVEIS E TIPOS DE EDUCACAOTrabalho de Curso - Graduação - Monografia