Refleting on the contribution of quilombola culture to the Brazilian basic education, through the presence of African and Afrobrazilian history

Authors

  • Leandro Haerter
  • Georgina Helena Lima Nunes
  • Deise Teresinha Radmann Cunha

Keywords:

School education in quilombos, African and African-Brazilian history, Law number 10.639/03, Curriculum

Abstract

Among the main slave forms of resistance developed by Africans and their descendants to the Brazilian slave system, there is the quilombos. Understood as collective spaces of freedom and the political projects grounded in more autonomy, they were examples of societies, which maintain expressive ties with African traditions. In traditional quilombos, it was possible the mix of many cultural aspects (religions, beliefs, customs, social organization, and other African-diasporic elements that still remain in many of our contemporary quilombos. With the slavery Abolition in Brazil, there was not a public policy worried in integrating who were recently freed to the national society. However, more currently, through struggles and demands of the Black Social Movement, some social rights were won, in particular, the Article 68 of the ADCT, the Law number 10.639/03 and the Resolution number 8, by November 20th 2012. In this perspective, starting from theories about the formation of quilombos in Brazil and from the new historiography that points Africans and blacks protagonisms, this text brings fundamental reflections about the real possibility of the quilombola culture aspects being present in the Brazilian Basic Education, through the African and African-Brazilian History in the regular curriculum and the conjugation of meanings.

Author Biographies

Leandro Haerter

Doutorando no Programa de Pós-Graduação em Educação da Universidade Federal de Pelotas. Técnico em Assuntos Educacionais do Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense, Campus Pelotas. Pelotas, Rio Grande do Sul, Brasil.

Georgina Helena Lima Nunes

Doutora em Educação pela Universidade Federal do Rio Grande do Sul. Professora da Faculdade de Educação da Universidade Federal de Pelotas. Pelotas, Rio Grande do Sul, Brasil.

Deise Teresinha Radmann Cunha

Graduada em Pedagogia pela Universidade Federal de Pelotas. Pedagoga e Professora na Escola de Educação Infantil Pequena Estrela. Pelotas, Rio Grande do Sul, Brasil.

Published

2022-09-08

How to Cite

Haerter, L. ., Nunes, G. H. L. ., & Cunha, D. T. R. . (2022). Refleting on the contribution of quilombola culture to the Brazilian basic education, through the presence of African and Afrobrazilian history. Identidade!, 18(3), 267–278. Retrieved from http://198.211.97.179/periodicos_novo/index.php/Identidade/article/view/1815

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