SABERES QUILOMBOLAS: OFICINAS E PRÁTICAS ENTRE COMUNIDADE, ESCOLA E UNIVERSIDADE EM BARRA DO TURVO (SP)

Abstract

The present article seeks to identify the thematic workshop building process done by the project “Saberes em diálogo: comunidade, escola e universidade na construção da educação quilombola em Barra do Turvo-SP”, throughout 2019. Aiming to discuss the formative importance of these practices both for the students and the teachers along with their types of appropriation by the quilombola community members. For that, we will strive to introduce the reader in the historic and territorial context of the quilombola communities in Barra do Turvo. Then, we show the relationships and demands that allowed the development of the project in their territories next to the municipal education grid. In this movement, we will seek to highlight the importance of transdisciplinary and of a Differentiated School Education project, that, if built in a horizontal and collective way together with students and community members, may allow the establishment of lasting bonds in teaching and enable the valuing of cultural identity of the quilombola students and their communities' lore. Also, we will stress the promotion of members' autonomy, in order to allow them to appropriate and give continuity to an education project that increasingly becomes more integrated to their lores and territories.