Resumo

OLIVEIRA, Iris Verena. Being quilombola: curriculum practices in field education. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2017, vol.26, n.49, pp.139-154. ISSN 0104-7043.  https://doi.org/10.21879/faeeba2358-0194.v26.n49.139154.

This article presents an account of an approach with field in research about teacher’s curriculum and formation that act in quilombolas schools in Conceição do Coite and Nordestina, in the Territory of Sisal, Bahia. The intention is problematize issues related to education and racial relationships in curriculum practices, proposing intersectionality between rural education and quilombola school education. For this purpose, we sought, through an a qualitative approach, with the use of interviews and participant observation, plotting yarns that came up in different situations, that emphasize curriculum practices that erasure identity constructions, around being quilombola. The account warns to the treatment of racial issues at rural education, at time that shows the limitation of discussions about curriculum at quilombola school education; when the focus turns just to content inclusion. We propose treat the difference by the postcolonial and post-structuralism slant, seeing the curriculum practices in oblique plots of power, which being quilombola daily slides.

Palavras-chave : Quilombola School Education; Rural Education; Curriculum.

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