Qual a cor do meu sertão? Escola, educação em direitos humanos e identidade étnica dos jovens do quilombo os "Rufino"

Abstract

The present work is centered on Federal Law 10.639/03 and the institution, based on it, of the mandatory teaching of African and Afro-Brazilian history and culture in basic education schools, with the practical consequence of the need for an evaluative analysis of Policies Publics in Human Rights Education to verify how this law is put into practice in order to awaken positive references in black students for the formation and strengthening of their self-image. As a symbol of memory, identity and territoriality that quilombola communities bring with them, the dissertation was developed with the Quilombo dos Rufino in Pombal-PB. The general objective of the work is to understand how Human Rights education and law 10.639/03 contribute to the construction of a black youth identity among quilombola students from the “os Rufino” community, in the backlands of Paraíba, when implemented in Basic Education. Furthermore, it specifically aims to identify the educational practices developed in schools in light of human rights education and Law 10,639/2003, characterize the quilombola community “os Rufino” and its specificities and analyze the educational actions and pedagogical practices that contribute to and value the black culture and identity, as well as the defense and dissemination of human rights. The study was descriptive and exploratory, with a critical analysis of the problem, assuming a qualitative approach and using the dialectical method, which made it possible to establish a relationship between the universe studied and the subjects, based on a literature review focused essentially on public policies on Human Rights Education and studies on ethnic-racial issues. The theoretical framework adopted as main authors Almeida (2019), Gomes (2002) e Moura (1987), among others. Field research was also used using semi-structured interviews as a collection instrument with young quilombola students, teachers and members of the Education Department of the Municipality of Pombal, based on their reflections on reality. To interpret the collected data, Bardin's content analysis (1979) was used, distributing the interviews into categories and descriptions, so that inferences could be made from the results and interpreted in light of the theoretical framework. As a result of the research, it was possible to see that the black identity of young people was strongly influenced by the traditions and customs of their ancestors, mostly oral tradition and craft practices. In the interviewees' statements, it is clear how they describe the place as a symbol of ancestral struggle, but also the respect and care linked to the members and the traditions that are maintained to this day. The application of the law in schools in the municipality proved to be positive, but needs to advance, as there is a lack of appropriate resources and adequate training to implement content related to Afro-Brazilian and African history and culture, in addition to still having a tiny number of teachers who understand this process and see it as a necessity.