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Previous issue date: 2016-07-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Abordamos, a partir do t?tulo ?No ch?o quilombola, os rebentos narram suas percep??es acerca da escola de inf?ncia da Comunidade Cajueiro I em Alc?ntara - Maranh?o?, nosso objetivo de compreender as percep??es sobre a escola atribu?das por crian?as quilombolas, haja vista que partimos da problem?tica advinda de s?culos de escravid?o da popula??o negra e da nega??o, durante d?cadas, de forma??o escolar para essas crian?as sujeitos de direito. Como m?todo de organiza??o, analisamos a rela??o com a consci?ncia identit?ria de afrodescendente que somos, para dar conta do objeto que passa pela discuss?o central da escola que temos, na percep??o de crian?as quilombolas representando-a como um ?lugar aprendente? de reconhecimento do pertencimento ?s ra?zes de matriz africana, ressignificada na pr?tica educativa da cultura escolar. Apresentamos parte do embasamento te?rico conceitual advindo dos referenciais da Pesquisa (Auto)biogr?fica em Educa??o, bem como dos estudos tendo por base as pesquisas com crian?as. Abordamos como se processa a luta para conquistas de direitos ? educa??o da popula??o negra marginalizada nas v?rias di?sporas no Brasil, neste caso, com uma vis?o voltada ? Educa??o (Escolar) Quilombola na Comunidade Cajueiro I no Munic?pio de Alc?ntara - Maranh?o, bem como a pol?ticas p?blicas destinadas ? promo??o de a??es afirmativas ao povo negro, e nos aproximamos da Educa??o Quilombola e Educa??o Escolar Quilombola contemplando as singularidades em narrativas infantis representativas das rela??es das crian?as com os pares educativos. Trazemos os caminhos metodol?gicos apontando os dados recolhidos mediante uma pesquisa etnogr?fica, que se valeu de instrumentos de observa??o participante na Comunidade Cajueiro I e na Escola Quilombola, sendo registrados no di?rio de campo da pesquisadora. Os sujeitos s?o crian?as da faixa et?ria de 7 a 12 anos de idade, com as quais utilizamos dados de um question?rio aberto; o uso de narrativas infantis em duas rodas de conversa onde participaram dialogando com o pequeno alien?gena chamado Alien, como instrumento de provoca??o para narrativas sobre a escola p?blica de Educa??o Fundamental; e, por fim, uma produ??o textual com crian?as sobre a escola quilombola. Portanto, este trabalho procura compreender os pontos de vista das crian?as, considerando-as produtoras de conhecimento. Cabe esclarecer que, dos textos, extra?mos excertos que correspondem ao objeto de estudo, de modo a dar visibilidade ?s falas das crian?as sobre suas percep??es da escola. Para tratar os resultados, apresentamos as narrativas infantis organizando a escola quilombola nas perspectivas funcionalista, estruturalista e interacionista, conforme Barroso (2008), e tratamos de cada uma e de seus desdobramentos, a saber: funcionalista, institu?da quanto ?s finalidades e ?s normas; estruturalista, considerando a estrutura e a organiza??o pedag?gica da escola; e interacionista, na qual destacamos as rela??es com os outros, com o espa?o e com os saberes. Conclu?mos que as crian?as, alunos e alunas da escola, na Comunidade Cajueiro I, t?m saberes caracter?sticos do grupo de perten?a, narram sobre si e suas viv?ncias que perpassam a cultura escolar desvelada na escola quilombola e constatamos que essas crian?as privilegiam as rela??es entre os pares e as brincadeiras como parte da cultura escolar quilombola. / We approach, from the title ?No ch?o quilombola os rebentos narram suas percep??es acerca da escola de inf?ncia da Comunidade Cajueiro I em Alc?ntara - Maranh?o?, we aim to understand the perceptions about the school attributed by quilombolas children, considering that we start from the problematic arising for centuries of slavery the black population and the denial, during decades, of educational training for these children subjects of rights. As an organization method, we analyzed the relationship with the identity consciousness as African descendants that we are, to account the object that passes through the school central discussion that we have, in the quilombolas children perception representing it as a "learner place" of recognition of belonging the African matrix roots, resignified in educational school culture practice. We present part of conceptual and theoretical framework amanated of references of Research (Auto) Biographical in Education, as well as studies based on research with children. We approach how to process the battle for education rights achievements of the marginalized black population in various diasporas in Brazil, in this case with a vision to Quilomba Education (School) in the Cajueiro I Community in the municipality of Alc?ntara / MA, as well as public policies designed to promote affirmative action to black people, and, we approach the Quilomba Education and Quilomba School Education contemplating the singularities in representing children's narratives in the relations of children with educational pairs. We bring the methodological paths pointing to data collected by an ethnographic research, which made use of observation instruments participant in the Cajueiro I Community and Quilombola School, being recorded in the researcher's field diary. The subjects are children aged from 7 to 12 years old, which we use data from an open questionnaire; the use of children's narratives in two conversation circles where attended dialoguing with little alien called Alien, as a provocation instrument for narratives about public elementary school education; and, lastly, a textual production with children about quilombola school. Therefore, this research seeks to understand the views of children and considers them as knowledge producers. Is worth clarifying that of the texts excerpts extracted that correspond to the object of study in order to give visibility to children?s words about school perceptions. To treat the results, we present the children's narratives organizing quilombola school in functionalist perspectives, structuralist, and interactionist, as Barroso (2008) and deal with each of them and its consequences, namely: functionalist instituted as the purposes and norms, structuralist considering the structure and pedagogical organization of the school, and interactional highlighted the relationships with others, with the space and with knowledge. We conclude that school children students in the Cajueiro I Community have knowledge characteristic of the group belonging, narrate about themselves and their experiences that permeate the school culture unveiled in quilombola school and found that these children prioritize the relationships and games between their pairs as part of the quilombola school culture.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/23755 |
| Date | 29 July 2016 |
| Creators | Carvalho, Herli de Sousa |
| Contributors | 04097947320, http://lattes.cnpq.br/5015707256397317, Silva, Acildo Leite da, 45193606172, http://lattes.cnpq.br/8319209685636448, Menezes, Antonio Basilio Novaes Thomaz de, 00555011763, http://lattes.cnpq.br/5195640047312319, Silva, Carlos Benedito Rodrigues da, 72075899800, http://lattes.cnpq.br/6665907175030944, Pierro, Gianine Maria de Souza, 44048092715, http://lattes.cnpq.br/0864180204564536, Campelo, Maria Estela Costa Holanda, 83844929487, http://lattes.cnpq.br/2527223181575594, Ara?jo, Marta Maria de, http://lattes.cnpq.br/6905794496420579, 05748895404, Passeggi, Maria da Concei??o Ferrer Botelho Sgadari |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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