A cultura popular no processo ensino aprendizagem nas escolas municipais das comunidades quilombolas Tinguizal e Sucuri em Monte Alegre de Goiás

Abstract

This work presents concerns, concerns and dissatisfactions arising from the devaluation of the popular culture of traditional communities in the Kalunga territory. The objective of this research is to analyze the interest and interaction of the Kalunga quilombola communities with the local municipal schools, and to propose relevant ideas for working with children in the appreciation and permanence of local culture. The study was theoretically based on the concept of popular culture and pedagogical practice from Freire (1996), Gadotti (2003), Candau (2014), Ostetto (2012) among other references. The research was qualitative, with analysis of the documents of the Political Pedagogical Project of the schools, in addition to field research, with participant observations and semi-structured interviews with teachers from Municipal Schools Tinguizal and Sucuri, as well as leaders and residents of quilombola communities Kalunga. Ethnomethodology was used as a research method in order to understand, through the interview/conversation, how pedagogical practice and community participation take place in favor of valuing these knowledge and actions of the Kalunga people, based on the daily reality. The epistemology that includes the personal and the subjective of the researcher who is part of the researched object. Thus, it was possible to understand a contradictory scenario that presents, on the one hand, a submersion of traditional knowledge while highlighting the significance of this culture for the Kalunga quilombola identity. It points out the qualification of teachers and the participation of the community as paths they should follow so that children, young people and even adults recognize and value their cultural identities.