QUILOMBOLA SELF- RECOGNITION

AN ANALYSIS UNDER THE GEOGRAPHIC EDUCATIONAL PERSPECTIVE IN THE SERRA DO MULATOS COMMUNITY IN JARDIM-CE

Abstract

School education must be a space of ethnic and cultural plurality, where the student can assert themselves and thus build or rebuild their path within their community towards a collective consciousness. The research was developed in the PhD Program in Geography at UECE and had the general objective of analyzing quilombola self-recognition from territorial and educational geographic perspectives based on a study carried out in the Serra dos Mulatos Quilombola Community in Jardim-CE, a quilombola community with self-recognition recent, and as specific objectives: discuss the main obstacles to quilombola self-recognition, discuss the role of the School in the context of black and quilombola communities, debate educational and geographic territorial aspects relevant to promoting self-recognition. To develop research using a dialectical and phenomenological approach, we adopted as a data collection technique a field study classified as exploratory and descriptive, divided into two phases, the first involving interviews with teachers from the quilombola school and the first teacher in the community. , and the second with the collection of documentary data from the school unit and the Association of Remnants, after approval by the Ethics and Research Committee. By analyzing the data, we can understand that multiple factors impeded the self-recognition of the quilombola community, among them the historical difficulty in educating the remainder, the lack of specific training for teachers in the ethnic-racial area, the absence of quilombola teachers and the lack of self-criticism. regarding the fragility of the educational system itself.