Banca de DEFESA: DANIELA BARRETO DO SACRAMENTO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DANIELA BARRETO DO SACRAMENTO
DATE: 04/09/2023
TIME: 16:30
LOCAL: PPGER
TITLE:

Childhood narratives: the quilombola territorial invisibility within the school space

KEY WORDS:

Narratives; Childhood; Territory; Knowledges; Quilombola School Education

PAGES: 68
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SUMMARY:

It is the experiences on the school floor, in this space, territory of knowledge performance that provoke us to ask questions. And, considering that it is in childhood together with their peers and the interaction inside and outside the school where identity formation begins, it is possible to question how the experiences of black children, and quilombolas, in particular their narratives, are taken into account in their interpersonal relationships in the school environment, especially the teaching-learning relationship. Still on the importance of this community-child-school interaction, we are concerned about how the knowledge that surrounds this community directly affects the childhood of this territory and influences the school space. Knowing that the school institution does not act in accordance with the legislation on Quilombo School Education, even though it operates in a territory known to be a remnant of quilombo, our research alone justifies how important it will be to understand the impact of this invisibility in the process educational, identity and training of research subjects, as well as in the community; what is not seen, and in this invisibility, is not known, not recognized and there is no possibility of building identities and ethnic awareness, nor references among peers. And, if invisibility produces erasure and nullity of our actions, it infers to say that the lack of a specific education that understands historicity and the entire cultural repertoire to which the subject belongs not only produces uncritical subjects, who deny and ignore their history, but it corroborates to a discriminatory and racist structure (MOURA, 2019). Childhood and its issues of ethnic-racial identity in the educational process comprise not only my space of professional performance, but also constitute my personal trajectory when I became a teacher in this community. The narratives of these childhoods lead us to develop this research and it is essential to analyze from these how these subjects understand the school space, if, as an extension of their territory with all the knowledge and customs, as well as the importance of these same subjects as protagonists in the learning process.

COMMITTEE MEMBERS:
Presidente - ***.976.075-** - LÚCIA DE FÁTIMA OLIVEIRA DE JESUS - UNEB
Interno - 1419156 - GESSE ALMEIDA ARAUJO
Externa à Instituição - MARIA BATISTA LIMA - UFS
Externo à Instituição - EVANILSON TAVARES DE FRANÇA - SES/SE