School trajectory at the chácara das rosas quilombo: from invisibility to affirmation pursuit
In this paper, we have discussed the theme of ethnic-racial relationships in the school trajectory of young quilombola people from Chácara das Rosas Quilombo, which is based in the town of Canoas, Rio Grande do Sul, Brazil. Our aim is to comprehend the experiences of four young quilombola people at...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Federal do Piauí (UFPI) |
| Repositorio: | Linguagens, Educação e Sociedade (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufpi.br:article/3884 |
| Acesso em linha: | https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3884 |
| Access Level: | acceso abierto |
| Palavra-chave: | Educação étnico-racial Jovens quilombolas Ensino Fundamental Educación etnorracial Juventud quilombola Escuela primaria Ethnic-racial education Young Quilombola people Elementary School |
| Resumo: | In this paper, we have discussed the theme of ethnic-racial relationships in the school trajectory of young quilombola people from Chácara das Rosas Quilombo, which is based in the town of Canoas, Rio Grande do Sul, Brazil. Our aim is to comprehend the experiences of four young quilombola people at school, regarding the content of the knowledge produced by the Quilombo and school discrimination situations in their trajectories throughout Elementary School. To do so, we based ourselves on theorists that discuss the concepts of structural racism, discrimination at school, critical interculturality and coloniality of knowledge, and we have chosen the exploratory qualitative methodological bias, using comprehensive interview and content analysis as tools for data production. We have found that the absence of knowledge from students regarding the historical contribution of quilombola communities as traditional peoples in Brazil imply on the self-perception of young quilombola people and corroborate with situations of discrimination and invisibility at school. In addition, moments of reflection about the local history directed to the affirmation of their identities mainly happen through orality inside the Quilombo, not in the school environment. We have also noticed that these young people struggle to identify racism in its structural aspects. They associate it only to racial injury, which contributes to the feedback of ethnic-racial invisibility at school and reflects the experiences lived beyond the school environment. |
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