ECOS DE RESISTÊNCIA

narrativas e percepções sobre educação das relações étnico-raciais em uma comunidade de remanescentes quilombolas

Abstract

This article aims to analyze perceptions of the Education of Ethnic-Racial Relations in a quilombola remnant community in the Vale do Paraíba, through the narratives of schoolteachers and jongo masters, with emphasis on the appreciation of Afro-Brazilian culture within the school environment. It is based on the understanding that the school can be a space for diversity formation and confrontation of prejudice, in light of authors such as Kabengele Munanga, and Nilma Lino Gomes. The discussions address the role of education in building a fairer and less unequal society that respects differences, with the implementation of Law 10.639/03 and the National Curriculum Guidelines as central elements in this process. The research adopts a qualitative approach, using the Oral History methodology. Four early years elementary school teachers and two jongo masters and/or leaders of the local quilombola association were interviewed. The interviews were conducted based on a semi-structured script, recorded, transcribed, and textualized, prioritizing the participants' autonomy and respect for their specificities. The use of Oral History made it possible to understand the collaborators’ experiences as a legitimate source of knowledge production, recognizing their memories, subjectivities, and identities within the social and educational context of the community. The analyses reveal historical challenges, such as the silencing of Black identities and the reproduction of a monocultural educational system based on Eurocentric paradigms and the myth of racial democracy. The narratives reveal a process of subalternization of Afro-Brazilian culture, even within the studied community, and highlight the urgency of pedagogical strategies that value local knowledge, such as jongo, as an expression of resistance and identity affirmation. The researcher's role as a mediator allowed the establishment of bonds of trust and affection, resulting in meaningful experiences during fieldwork and strengthening the relationship with the community. Sharing the research results with the community was intended as a contribution to the construction of a legacy and the appreciation of local culture. It is concluded that the inclusion of the Education of Ethnic-Racial Relations in school practices is a powerful path toward dismantling discriminatory practices, valuing Afro-Brazilian culture, and promoting an anti-racist, decolonial pedagogy committed to racial equity.