Educação escolar quilombola: uma interpretação crítica dos livros didáticos de Matemática utilizados no período de 2019 a 2022 nas escolas Kalunga do Município de Monte Alegre de Goiás.

Abstract

This research presents Quilombola School Education as its central theme and has as its general objective, to interpret whether the mathematics textbooks of the quilombola schools in the Kalunga territory that cover the limits of the municipality of Monte Alegre de Goiás, comply with the National Curricular Guidelines for Quilombola School Education (DCNEEQ). Regarding the methodology, a qualitative approach was used through bibliographic and documentary research. The data for this research were collected through a critical interpretation of mathematics textbooks used by students from the Kalunga communities in Monte Alegre de Goiás between 2019 and 2022. The study, throughout its development, had the specific objectives of understanding whether the mathematics textbooks used by the municipal education network for quilombola schools are specific to rural areas or whether they are the same as those used in urban areas; identifying whether the quilombola culture of the Kalunga people is included in the textbooks; interpreting whether the mathematics textbooks used by the municipal education network for quilombola schools are in line with the principles of the DCNEEQ. Regarding the theoretical basis of the work, authors such as Munanga (2004), Khidir (2018), Lopes (2000) and Boccato (2006) were cited. Based on the interpretation of the research results, it is noted that the textbooks are not in accordance with the DCNEEQ, as they do not include the cultural aspects of the Kalunga communities in their content.