A educação escolar quilombola na mesorregião do litoral sul do estado da Paraíba: um estudo da sua trajetória a partir do Ciclo de Políticas (CP)

Abstract

The present dissertation is the resulted of a research that aimed to instigate the undrstanding of the actors of the policy (teachers; supervisors and managers), about Quilombolla Scholl Education (EEQ). For the outcome of the study, the cyclical moviment (CP) was used to conduct the unfolding of this object, qualified in educational policy, an affirmative action that induces the recognition and the feeling of belonging to a black population quilombola, using the law 10.639/2003 as a legal indicative to ensure the implementation of rights, as ethnic and racial diversity providing schooling for the population. This study emerged from a historic context characterized by advancements, obstacles and regressions, which points out to institutionalization difficulties of promoting racial and ethnic polices in the school context. To carry out this research, we based on the theoretical background of some national authors that work with emancipation of the investigated policy and on the theoretical-methodological policy cycle of the sociologist Stephen J. Ball and other collaborators, taking from the influencing context to a practical context, investigating the trajectory of EEQ, its formulation and performance in a school context. It is a qualitative and exploratory research, in which the normative documents are studied and the empirical field is explored in order to reach the goals of the study. The research was carried out in three fields of the study (schools), situated in the Former Quilombo Communities belonging to the Municipal Department of Education, Culture and Sports of Conde, Paraiba. It involved the participation of teachers, supervisors and managers that work in the aforementioned elementary/middle schools. A semi-structured survey was used to collect data, as well as some pictures and artifacts. To analyze the data, we based on the theoretical-methodological background pointed by Ball (2016) and Bardin (2011). The research resulted in contradictions and stress regarding the policies application (EEQ) in the view of actors in the institutions. The finding enabled us to consider that the comprehension of the legal texts assumes different interpretations for the policy actors (in loco), and the implications for the practical context, since the Afro-Brazilian epistemological affirmation presents some difficulties in the school in the face of the political and pedagogical context that limits the cultural diversity in the educational policies. Thus, when it neglects issues dealing with diversity, it reinforces its invisibility in the formative spaces in the schools and into the curriculum. In this way, the research also showed that other micro political spaces are built for policy and other negotiations are established in the education contexts, however, it does not ensure the implementations of the law 10639/2003 as a guarantee of a Quilombola School Education.