A articulação entre a educação no/do campo e a educação das relações étnico-raciais: uma análise do Projeto Político Pedagógico da escola quilombola José Albino Pimentel (Conde/PB)

Abstract

This monographic study discussed the articulation of the theme of Rural Education and Education of Ethnic-Racial Relations by highlighting the path of struggle and resistance of rural, black and quilombola populations for an education that addresses and respects specificities of each group, in accordance with national legislation. The general objective of this work was to investigate how and to what extent the premises of Rural Education, Education of Ethnic-Racial Relations and Quilombola School Education are included in the Political-Pedagogical Project (PPP) of the Municipal School of Kindergarten and Elementary Education (EMEIEF) José Albino Pimentel, in order to investigate the impacts of structural and institutional racism and social and territorial inequality in this process. As specific objectives, this monograph sought to: Identify the intertwining of the political agency of the black population with rural social movements in the context of the struggle for land and education; Present the main elements of the socio-historical and political process of Rural Education and Ethnic-Racial Relations Education in Brazil; Point out specifics of the social, cultural, political and economic characteristics that allow characterizing the particularities of Quilombo School Education; and examine the dimensions of Rural Education and Ethnic-Racial Relations that are included in the Political-Pedagogical Project of EMEIEF José Albino Pimentel. The research methodology was bibliographic and documental in terms of objectives and qualitative in terms of data analysis which found theoretical basis in: Alencar (2010); Fernandes and Molina (2004); Caldart (2002); Gomes (2017); Gomes and Rodrigues (2018); Silva (2007) among others; as well as in official documents such as laws, decrees and educational resolutions. As well as in the PPP of the José Albino Pimentel quilombola school. We evidence that the main criterion for choosing the referred school was the fact that it serves students from quilombos and agrarian reform settlements. The results showed the relevance of articulating the themes: race, land and class for the understanding and better contextualization of Rural Education and Ethnic-Racial Relations Education within the process of struggle, resistance and conquest of land and an education that aims to meet the specificities of each group. It is important to emphasize that this process includes the participation and protagonism of peasant women and black women. In addition, this research showed the importance of implementing Law 10.639 of 2003, as it provided significant advances in the field of school education by including Afro-Brazilian history and culture and bringing generations together through projects developed in schools, specifically in the case of EMEIEF José Albino Pimentel.