Rural education on the human rights trail in its formation identity and cultural / A educação do campo na trilha dos direitos humanos em sua formação identitária e cultural

Abstract

The objective of this article is to discuss pedagogical practices from the Quilombola community in order to recognize the identity formation of Quilombola descendants. Therefore, it is a question of knowing how the pedagogical practices are being developed in the school of this community to evidence the identity and cultural belonging of the peoples of its community? Methodologically, a review of the literature is made, considering authors such as Candau (2005), Arroyo (2005), Moreira (2006), Word Ward (2002), Manoel Castell (2012) and other authors who have dialogued about multiculturalism As a proposal of curriculum and pedagogical practice, in favor of the identity and culture of the quilombola subjects. In addition, through the semistructured interview with teachers and students of the school field of research, some impressions about the triad theory, observation and pedagogical practice could be inferred according to discourse analysis. In this sense, I intend to contribute to the debate about the pedagogical practice of teachers, of the alternative methodology in favor of teaching practice, in order to respect the ethnic diversity of the school, as well as to recognize the importance of blacks for the development of Brazil, a Since the culture and identity of the Afro-Brazilian people has always been a reason for racism, prejudice and discrimination. Thus, this work was extremely significant for the identity recognition of quilombola descendants, recognizing that the subjects of this community feel excluded even today. Although there are public policies and affirmative actions for the social insertion of blacks in social spaces, respecting their cultures and identities, but still does not favor all.

Keywords

• Pedagogical Practice
• cultures and identities
• public policy