QUILOMBOLA SCHOOL EDUCATION AND THE CURRICULUM

possibilities of pedagogical practices in multigrade classes

Abstract

The research aims to understand the school curriculum and the pedagogical practices of a quilombola school with a multigrade class. The school curriculum adds a set of meanings, with selection criteria for knowledge production. The curriculum design in quilombo schools is characterized by the historical appreciation of their lands and culture. The multigrade classes, common in rural and/or rural communities, are characterized by bringing together different series that are managed by the same physical space in the same physical space. In this context, it is important to reflect on the curricular guidelines and pedagogical practices aimed at quilombola school education with multigrade classes. In the field survey, a qualitative approach was adopted; in which two teachers from a school in a quilombola community with a multigrade class participated in the research; as a survey instrument, the semi-structured interview was used. The results as participants in their reports point to the need to build curriculum policies in accordance with the school demands in which Quilombola Education prevailed, thus also indicating the lack of commitment to public policies aimed at schools in Quilombola communities. And they pay attention to the construction and enhancement of an education that maintains culturally constructed and legitimized knowledge.