Publicação
Can a curriculum go through the process of aquilombamento?
| Resumo: | This article discusses the importance given to schools by quilombola communities. We argue that the school and its practices and modes of organization and functioning constitute a process of aquilombamento, which is understood as a way of resisting colonial impositions and ensuring the existence of the ancestral culture, traditions and inheritances of these communities. In the research, developed in a school at the quilombo Tomé Nunes (Bahia), we resorted to interviews and participatory observations for data collection and concluded that the struggle to create a curriculum that is connected to the process of aquilombamento in its political, geographic, historical and cultural aspects constitutes practices of resistance against the colonialist impositions established by current curricular policies. |
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| Autores principais: | Brito, Eliana Povoas Pereira Estrela |
| Outros Autores: | Santos, Amilton; Matos, Michelle |
| Assunto: | Comunidades Quilombolas Escuela Cultura Currículo Communautés Quilombolas École Culture Curriculum Quilombolas Communities School Culture Curriculum Comunidades Quilombolas Escola Cultura Currículo |
| Ano: | 2021 |
| País: | Brasil |
| Tipo de documento: | artigo |
| Tipo de acesso: | unknown |
| Instituição associada: | IBICT |
| Idioma: | português |
| Origem: | Oasisbr |
| Resumo: | This article discusses the importance given to schools by quilombola communities. We argue that the school and its practices and modes of organization and functioning constitute a process of aquilombamento, which is understood as a way of resisting colonial impositions and ensuring the existence of the ancestral culture, traditions and inheritances of these communities. In the research, developed in a school at the quilombo Tomé Nunes (Bahia), we resorted to interviews and participatory observations for data collection and concluded that the struggle to create a curriculum that is connected to the process of aquilombamento in its political, geographic, historical and cultural aspects constitutes practices of resistance against the colonialist impositions established by current curricular policies. |
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