Resumo

LARCHERT, Jeanes Martins. The (non) relations between the quilombo and school. Educ. Puc. [online]. 2016, vol.21, n.3, pp.323-333. ISSN 2318-0870.  https://doi.org/10.5965/151939932112016323.

The aim of the article is to discuss the organization of the quilombolas from Pedras de Una, in Una, Bahia, and the educational processes experienced by them. The aim of the study was to understand how the educational processes of this community have contributed and contribute to the daily experiences of the fundamental elements of the quilombo epistemology, their knowledge and their expertise. The study was based on the theoretical framework of popular education, particularly on the works of Paulo Freire, popular culture and epistemology, and on the work of Enrique Dussel and Boaventura de Souza Santos. The insertion in the community from an ethnographic perspective was guided by the contributions of collaborative research. The data collected during insertion in the community, recorded in a field diary, were extracted from speech, gestures, scenarios, the meeting of the Association, the living room, kitchen, backyard, front yard (front and side of house), access paths to homes, classroom, area in front of the school, riverbank, and six interviews. We can characterize three analytical groups of educational processes arising from the field of epistemology: the existential domicile; epistemology of nature and the territory of the community. We then analyzed the educational processes of memory and identity of Pedras de Una. In addition to presenting and discussing these processes, we have established the possible dialogues between community educational processes and the local school, understanding that the school for the Maroon men and women is a space to strengthen their identity territories.

Palavras-chave : Maroon knowledge; Resistance; School education..

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