Educação escolar quilombola e educação em ciências: um olhar sobre o ppp de uma escola quilombola sergipana

Abstract

This research is part of the project "Interweaving res/ex/existences: what do we have and what do we want in Quilombola School Education in Sergipe?", which is being developed by the Center for Afro-Brazilian and Indigenous Studies at the Federal University of Sergipe (NEABI-UFS), PPGECIMA and PPGED. The project involves four state schools located in four quilombola communities: Colégio Estadual Quilombola 03 de Maio (CEQ03M), Colégio Estadual Quilombola 27 de Maio, Colégio Estadual Otávio Bezerra and Escola Estadual Gilberto Amado. In this research, we looked at the 2022/23 Political Pedagogical Project (PPP) of CEQ03M with the aim of analyzing the presence/absence of the ethnic-racial singularities of the Brejão dos Negros quilombola community in the document and how these dialogue with Science Education, considering what is established in the National Curriculum Guidelines for Quilombola School Education (DCNEEQ). To this end, we used the qualitative approach advocated by Bogdan and Biklen (1994), carried out through a case study, and data was collected through document analysis and interviews, supplemented by the preliminary analysis proposal based on the five dimensions of Cellard (2012) and the discourse analysis of Shiroma et al (2005). In addition to the PPP, due to the specific nature of this research, in order to identify possibilities for including the ethnic-racial specificities of the Brejão dos Negros quilombola community in Science Education, we also analyzed projects in the area and/or related to it, such as the Resgatando suas Raízes: Memorial Brejão dos Negros project, as well as the sub-projects: Brejão dos Negros Medicinal Plants Notebook and the Rezadores do Povoado Brejão dos Negros: Médicos do Povo booklet. The study showed that the New Secondary Education (NEM) was the main theme addressed in CEQ03M's PPP 2022/23 and that its proposal for education aimed at meeting the desires of capitalist and neoliberal society does not make room for Quilombola School Education (EEQ) as a teaching modality. However, the projects aimed at the ethnic-racial specificities of quilombola communities show themselves to be ways of studying and valuing these specificities at school, leading to a rethink of the current education model and the search for the realization of Quilombola School Education as a teaching modality, as determined by the DCNEEQ. In this way, they also point the way to Science Education in this form of Basic Education, in a necessary context of opposition to the advance of market ideals in school education and curricular homogenization.