Confluences in quilombola education: literature, food, and territoriality

Abstract

This article presents data and reports experiences of teaching Literature in the context of Quilombola school education, implemented at Escola Municipal Quilombola Antônia do Socorro Silva Machado, an institution that integrates the territory of the Quilombola community of Paratibe, in João Pessoa, Paraíba. Aligned with the principles of a decolonial education that promotes knowledge in confluence with the community and its socio-environmental dimensions, the proposed readings were part of a thematic project focused on healthy eating, which gave rise to debates on food sovereignty and territoriality. Among the pedagogical practices, we highlight a heuristic walk in the forest within the Quilombola territory, a thematic seminar, and various classroom debates. Readings included Braga (2003), Assaré (1999), Melo Neto (2009), and Ribeiro (2021). For the theoretical and pedagogical framework, Santos (2023), Rufino (2021), Gomes (2020), Nascimento (2019), Pereira (2007), Pinheiro (2023) were consulted.