A educação diferenciada para o fortalecimento da identidade quilombola: estudo nas comunidades remanescentes de quilombos do Vale do Ribeira
This study aimed to explore the process of deploying a Differentiated Education in the State School Quilombola EEMaria Princess Antonia Pimps in Vale do Ribeira-SP city of Eldorado. The school serves a population of approximately 420 students distributed between Early Childhood Education, Elementary...
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| Tipo de documento: | dissertação |
| Estado: | Versão publicada |
| Data de publicação: | 2011 |
| País: | Brasil |
| Recursos: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositório: | Repositório Institucional da PUC_SP |
| Idioma: | português |
| OAI Identifier: | oai:repositorio.pucsp.br:handle/10305 |
| Acesso em linha: | https://tede2.pucsp.br/handle/handle/10305 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Educação diferenciada Quilombos do Vale do Ribeira Identidade cultural Currículo Memória oral School quilombola Differentiated education Quilombo in the Ribeira Valley Cultural identity Curriculum Oral memory CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| Resumo: | This study aimed to explore the process of deploying a Differentiated Education in the State School Quilombola EEMaria Princess Antonia Pimps in Vale do Ribeira-SP city of Eldorado. The school serves a population of approximately 420 students distributed between Early Childhood Education, Elementary and High School who live in six maroon communities around them. The school was founded in 2004 and is an achievement of Quilombo Ivaporunduva, San Pedro, Galvao, Nhungura, Sapatu and Andre Lopes, and this is the community where the school is located. The study first addresses the struggle waged by the leaders maroon over six years for establishment / founding the first school to quilombos in the Vale do Ribeira. Examines the struggles of leadership with representatives from the Education Department in Eldorado, requiring a different school for the care of children and young maroon communities. Then presents the characteristics of his character in School Quilombola differential treatment, identified the actions teachers and community participation in the adequacy of the traditional curriculum. The research has the sources of the records of field research, interviews with leaders and questionnaires administered to teachers. As regards the theoretical approach, working with the concepts of quilombo communities, curriculum plural in its size, following Ivor Goodson, Michael Apple and Jean Claude Forquim. It relies on analysis of interviews in the relationship between memory and oral history |
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