EDUCATIONAL PRAXIS IN QUILOMBOLA TERRITORY
A case study of the Araçatiba School, Viana-ES
DOI:
https://doi.org/10.5216/revufg.v24.80333Keywords:
Educational practices, Ethnic-racial education, Pedagogical Political Project, Quilombola communityAbstract
The article analyzes the dialogical relationship between the Araçatiba Municipal Elementary School and the Quilombola community of Viana-ES, considering the regulatory frameworks for ethnic-racial education. Using the theoretical approach of decolonial studies and the philosophical assumptions of human formation in dialogue with education for ethnic-racial relations, the qualitative research employs a case study, document analysis (legislation, political-pedagogical project and teaching practices), participant observation techniques and questionnaires with school professionals. The results indicate that the school unit is effectively integrated with the community, valuing its historical and cultural heritage and highlighting the importance of pedagogical practices that reinforce identity and belonging. This study contributes to the effective implementation of educational approaches that promote anti-racist education.
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