Quilombola school education in Brazil: an analysis of didactic materials produced by state educational systems

ABSTRACT

This article aims at analyzing didactic materials of Quilombola Elementary School Education (EEQ) of Basic Education produced specifically by educational systems of different states of the country, confronting them with the National Curricular Guidelines (DCN). The work is the result of a postdoctoral research in Education by the Federal University of Amapá (UNIFAP), which took place nationwide in the period of October 20, 2017 to October 20, 2018. It is a qualitative and quantitative documentary reflective research of the studies of Minayo (2008), Fonseca (2002), Melucci (2005), Bardin (2002), Larchert and Oliveira (2013), Bittencourt (2007), among others. Additionally, the results of the research show that the didactic materials analyzed presented a very restricted and vague discussion about the categories of analysis chosen (conceptualization of quilombo, culture and traditions, work possibilities, land and territory, orality and memory), being limited to superficial approaches of the historiography of the Negro in Brazil. The results also pointed out that these didactic materials produced by state educational systems in the country meet, in part, the principles of a quality EEQ as suggested by the DCN (2004), however fail to observe some of the foundations established in the EE (2012). In addition, they are incipient materials with poor visibility and/or small participation of quilombola communities in the elaboration and/or production of these materials, as well as deficient in the demonstration of the varieties and ethnic diversities of quilombos in our country.

Keywords:
Quilombola school education; Teaching materials; Curricular proposals; State education systems.