Resumo

MENEZES, Dalva de Araújo; MARTINS, Pura Lúcia Oliver  e  ROMANOWSKI, Joana Paulin. PEDAGOGICAL PRACTICE IN SCHOOLS OF KILOMBOLAS COMMUNITIES: AFFIRMATIVE ACTIONS IN THE PERSPECTIVE OF EDUCATION AND DIVERSITY. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2018, vol.27, n.53, pp.187-202.  Epub 04-Jul-2019. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2018.v27.n53.p187-202.

This article focuses on the pedagogical practice of teachers working in schools of Quilombola communities. It takes as a starting point a research conducted in Quilombola schools located in the states of Maranhão and Piauí. The guiding question of the study is expressed as: The pedagogical practices developed by teachers of the Quilombola Communities express the articulation with these communities with the education and diversity movement. For the accomplishment of the study it was defined as general objective to analyze the pedagogical practice developed by the teachers of the schools in Quilombola Communities, to understand this practice in the relation with the presuppositions of didactics considering the context of the movement of education and diversity and the guidelines of Quilombola education. The methodology of qualitative approach involved 11 teachers in interviews, focus group, participant observation and documentary analysis. In these schools, the teaching practice seeks to approach the culture of the communities in which it is located and contains didactic elements recommended in the guidelines, that is, the relation between school knowledge and Quilombola culture, although in occasional activities in process of incorporation into the pedagogical project of the schools.

Palavras-chave : Pedagogical practice; Quilombola education; Guidelines for quilombola education; Education and diversity.

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