Banca de QUALIFICAÇÃO: MARCLEY DA LUZ MARQUES

INTERCULTURAL DIALOGUES BETWEEN ENVIRONMENTAL EDUCATION AND TRADITIONAL KNOWLEDGE: A study at the Quilombola School of the Gurugi Community on the South Coast of Paraíba

Quilombola Education; Traditional Knowledge-Doings; Environmental education; Children.

The research proposes to study the curriculum of a Quilombola school based on the guidelines of the National Curriculum Guidelines for Quilombola School Education (2012), choosing - as a research field - a school located in the Quilombola Community of Gurugi, Municipality of Conde/ PB, with the main objective of qualitatively understanding the relationships nourished between Traditional Knowledge- Doings and Environmental Education in this quilombola school. In turn, the methodology is presented in a qualitative and ethnographic way, as we understand that we will need to immerse and dialogue with the participants, so that they can truly act as research collaborators. Therefore, we will use descriptive, dialectical and interpretative methodological tools to describe and interpret, at the same time, the school curriculum, pedagogical practices and the involvement of traditional know-how in classes inherent to the school routine, especially in dealing with the theme of Environmental Education. As for the instruments for obtaining data, we will resort to methodological procedures such as a field diary, questionnaires, semi-structured interviews to be carried out with the direction, pedagogical coordination and other school actors. With the children, we will hold conversation circles, playful workshops, drawings, storytelling, games, songs and other manifestations of the children's universe. The materials produced by the children will be instrumentalized in the configuration of a didactic product, aimed at the quilombola school, that is, with this visual collection we will make a booklet that will express the traditional quilombola know-how regarding respect for culture, the right to the territory, the territorial development, struggle, resistance to different forms of oppression and care for nature in an agroecological perspective. In this sense, we intend to contribute to the discussion about the dichotomy of the common base system and a counter-colonial education in the perspective of a humanized, participatory, critical formation, in which the local voices reverberate their stories, experiences and know-how also in the curriculum, as well as as the challenges of the territory in the fight against negligence and political, social and environmental violence, which have been plaguing ethnic groups in Brazil, in particular, quilombola communities. In summary, the right to territory and quilombola school education are fundamental in promoting ancestral know-how, which are defended by Agroecology, precisely because they are built collectively, in respect for life, natural cycles, climate, vegetation, among many other elements, seeking to maintain local biodiversity.