Rural education and quilombola school education

a look at pedagogical practices at the Dilô Barbosa municipal multi-teacher school in the municipality of São Mateus/ES

Abstract

This article, resulting from a master's thesis, investigated the pedagogical practices developed in a multi-grade class of 1st and 2nd grade elementary school students at the "Dilô Barbosa" Municipal Multi-Teacher School, located in a quilombola community in the Sapê do Norte region, in the interior of the municipality of São Mateus. The objective was to understand how the educators carry out their pedagogical practices so that the curricular content is connected to the students' reality and contributes to the appreciation of local culture. It is important to note that, despite being a quilombola school, it follows the Rural Education Strengthening Plan as its curricular guideline. The study, with a qualitative approach, was conducted through participatory action research, anchored in Thiollent (1986) and Foerste (2005). Data were collected through document analysis, participant observation, interviews, and group discussions in order to contribute to the production of other and new practices. This research highlights the main difficulties and pedagogical solutions implemented to ensure that the knowledge, traditions, and culture of Quilombola communities are valued and integrated into the curriculum. Furthermore, it reveals a disconnect between what is proposed in the Curriculum Guidelines for Quilombola School Education and what actually happens in practice, pointing to the need for the development of a local curriculum.