Uma análise do projeto político-pedagógico do Colégio Estadual Quilombola 27 de Maio : o (não) lugar das especificidades étnico-raciais e histórico-culturais

Abstract

The main goal of this study is to analyze whether and how the PPPs (2019 and 2020) of the Quilombola State School 27 de Maio address the ethnic-racial and historical-cultural specificities of the Quilombola Mocambo community, considering its contexts of elaboration and the National Curriculum Guidelines for Quilombola School Education. The specif objectives are: to discuss the context of the elaboration of the PPPs (2019 and 2020) and to identify whether and how the PPPs address the ethnic-racial and historical-cultural specificities of the Quilombola Mocambo community. The methodological approach adopted was the qualitative analysis, using the case study method. The methodological tools used were fundamentally the documentary analysis, complemented by interviews and observations. Regarding the context of the elaboration of the PPP (2019) we observed an unfavorable scenario at the national and state scopes, as well as in the school institution, which are: the advance of the extreme right in the country and the attacks towards public education; the non-place of the QSE at “Secretaria Estadual de Educação de Sergipe” and the irregular situation of the school registry. Concerning the PPP (2020), its context of elaboration at the national, state and institutional levels was not very different. As significant changes we point to the insurgency, in the middle of 2019, of the Quilombola School Education Forum of Sergipe (QSEFS). This QSEFS was created from the articulation between the Quilombola Movement of Sergipe and the NEABI/UFS, bringing several provocations that affected the preparation of the PPP (2020). Thus, some advances were observed between the PPP (2019) and the PPP (2020), regarding the insertion of ethnic-cultural specificities. Several factors contributed to the nonsignificant advances, such as: lack of continued training by SEED/SE and the situation of irregularity in the school registry, limiting the realization of some partnerships with NEABI/UFS. All these challenges are aggravated by the Covid-19 pandemic. Finally, we highlight the commitment of school management and leaders (young and elder) in solving these challenges in favor of a Quilombola School Education according to the interests of the Mocambo community.