Banca de QUALIFICAÇÃO: VIVIANE REZENDE ALVES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : VIVIANE REZENDE ALVES
DATE: 13/05/2025
TIME: 14:00
LOCAL: Online
TITLE:

FARM-SCHOOL CONNECTION: Territorialities, Agroecology, and Confluences between Organic and School-Based Educational Processes in the Youth and Adult Education Program (EJA) of the Quilombola Community of Lagoa da Pedra in Bom Conselho, Pernambuco – Brazil

KEY WORDS:

Agroecology; Rural Education; Non-formal Education; Youth and Adult Education; Quilombola Identity.

PAGES: 118
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This project investigates how “non-formal” education - here understood as organic education - influences and intersects with “synthetic,” that is, school-based educational processes within a Youth and Adult Education (EJA) class in the Quilombola Community of Lagoa da Pedra, located in the Agreste region of Pernambuco, Brazil. The research is situated in the context of the implementation of the New High School (Novo Ensino Médio) reform in Brazil, focusing on the Diversified Part of the curriculum, particularly the formative itinerary “Quilombola Territorialities and Agroecology.” This itinerary is analyzed as a counter-colonial pedagogical strategy that values ancestral knowledges and practices, while challenging the coloniality still present in hegemonic educational practices. Anchored in the Counter-Colonial Paradigm and the foundations of Afrocentricity, the study draws upon the theoretical contributions of Quilombismo, by Abdias do Nascimento (1980, 2020), Quilombagem, by Clóvis Moura (1981, 2001, 2021), and Counter-Colonization, by Antonio Bispo dos Santos (2015, 2023), to explore the intersections between organic and school-based educational processes within Quilombola EJA. In other words, it seeks to understand how Afrikan heritage cosmoperceptions present in Black-Brazilian peasant life intertwine with the school and community experiences shared between Agricultural Practices teachers and students. The methodological approach adopted is the Afro-diasporic perspective, as proposed by Gilroy (2007), assumed here through qualitative ethnographic research, referred to as the Ukumelana Methodology - a Zulu term meaning “resistance”. This proposal recognizes the legitimacy of localized cultural, spiritual, and territorial knowledgemaking; it validates new ways of producing knowledge (André, 2013; Carvalho, 2001, 2020, 2023), and affirms a quilombo-centered (or quilombocentric) epistemology. Data analysis will be interpretative and will occur in three phases inspired by agricultural cycles: land preparation, first harvest, and second harvest, thereby reaffirming an epistemology rooted in ancestry, orality, and territorial connection.

COMMITTEE MEMBERS:
Externo ao Programa - 2171015 - ARISTEU PORTELA JUNIOR - nullExterno ao Programa - 2516944 - JOSE NUNES DA SILVA - nullInterno - MOISES DE MELO SANTANA
Presidente - WAGNER LINS LIRA