Educação escolar quilombola e o ensino de Geografia nas escolas públicas de Araguatins-TO: proposta curricular, legalidade e realidade

Abstract

This work deals with the interface of Quilombola School Education through the Teaching of Geography, in Elementary Education II of public schools in Araguatins-TO, in compliance with an education for ethnic-racial relations, and appreciation of the remaining quilombo community on São Vicente Island in field of education. Even in the face of all the commitment of the geography teachers, the result of the study is meager, as there are latent absences that hinder the interphase between the two demands in the school environment. Therefore, this exiguity, part of the observation of the absence of specific continuing education for geography teachers, the lack of a multicultural curriculum, which makes visible the existence of the black population and the remaining communities of quilombos (CRQ's) in an effective way, as well as the lack of didactic material that guides the history and culture of people of African descent, including quilombos, and their contribution to the formation of Brazil. It should be mentioned that, there is legal support for the applicability of Quilombola School Education, Resolution Nº 02/18 that makes it a teaching modality, and defines guidelines for the valorization of CRQ's in the school environment, there is also Law 10.639/03 that deals with the mandatory study of “African and Afro-Brazilian History and Culture” in public and private school establishments, the latter is not an exclusive legal device for CRQ's, but irrefutably they are included in its prescription. The study was carried out through a case study, through a theoretical framework and through field research through interviews and the application of a questionnaire. It is a qualitative approach. The objective of the research is to analyze the pedagogical proposals of geography teachers and the performance of municipal and state public authorities, referring to Quilombola School Education in Elementary Education II of public schools in Araguatins-TO. The scenario shows that the performance of the municipal and state public authorities, in the face of the legal provisions that support Quilombola School Education, is meager, as they do not generate results that tone up an education for ethnic-racial relations, capable of breaking with racism and prejudice still alive regarding CRQ's. The absence of educational policies that make the black population visible, still operating in the educational system of the municipal and state education network in Araguatins-TO, limits the possibility of recognition so desired by the remnants of quilombo Island of São Vicente.