A educação de jovens e adultos quilombolas no município de Campos Novos, Santa Catarina: repercussões das interfaces de territórios e deslocamentos

Abstract

Practices of exclusion and segregation correlated to ethnic-racial aspects associated with the structural dimensions of historical development are frequently observed in social circles, conceptually known as structural racism. The purpose of this paper is to present a study on the subject, in research directly linked to the ethnic-racial issue in the quilombola context, with subjects from quilombola Youth, Adult and Elderly Education (EJA/Quilombola), due to the fact that they have more directly experienced the effects of structural racism, potentiated by the lack of education, and thus be able to identify what the meaning of EJA/quilombola really is for building the means to overcome structural racism. The aim was to analyze how the National Curriculum Guidelines for Quilombola School Education in Basic Education are being implemented in the EJA/quilombola in the decentralized CEJA unit in the district of Ibicuí. In order to achieve this, the following specific objectives were set: a) to understand how the National Curriculum Guidelines for Quilombola School Education in Basic Education can be situated in the EJA modality, with quilombola specificity; b) to identify the students' perception of the curriculum practiced at the CEJA decentralized unit, based at the Faria Neto Basic Education School, in order to seek a practical understanding of these guidelines; c) to understand how pedagogical practice is constituted in relation to quilombola identity issues; d) to present a proposal for action. In terms of methodology, this is a descriptive and exploratory study, whose main objective is to describe the characteristics of a given phenomenon. Initially, a bibliographical survey was carried out, of the State of Knowledge type, in the database of the National Association for Postgraduate Studies and Research in Education (ANPEd Nacional) and in the Digital Library of Theses and Dissertations (BDTD). To deal with the conceptual issues, a theoretical review of the foundations of the quilombola issue, structural racism and EJA/Quilombola was carried out. The empirical data was identified through field research, using a questionnaire and a semi-structured interview. The data was analyzed using content techniques. The questionnaire was applied to five (05) students enrolled in EJA/Quilombola high school at CEJA in the municipality of Campos Novos/SC, UD/Quilombola, located in the district of Ibicuí. The empirical research analysis showed that the students interviewed had the perception that the lack of access to education was a social conditioning factor which, together with all the means of exclusion, enhanced processes of oppression and created difficulties in confronting the structural situations of racism, which caused the invisibility of these subjects. As a result of this finding, the paper presents as a product a campaign to publicize EJA/quilombola, so that people who have not completed their studies can do so.