Educação quilombola, cinema e práticas educativas em direitos humanos: as identidades das crianças em Gurugi e Ipiranga - PB

Abstract

This study aims to contribute to the construction of the identity of quilombola children from Gurugi and Ipiranga-PB. It uses educational practices in Human Rights mediated by orality of the elderly and the interface of cinema as an educational language. The research locus is José Albino Pimentel Elementary and Middle Municipal School, located in the municipality of Conde-PB, point of intersection between Gurugi and Ipiranga, members of the same territory. The research is in the field of quilombola education, in the discussions concerning identity, cinema and human rights. And it is based on Duarte (2002) and Fresquet (2015; 2017), regarding Cinema and education; Hall (2003; 2006), with the concept of identity; Gomes (2012), who discusses quilombola education; and Candau (2013; 2015), discussing human rights. The Curriculum Guidelines for Quilombola School Education contribute as a theoretical reference framework, aiming at the possibilities of reflection on a differentiated curriculum to this public. The implementation of Law 13.006 / 14 adds considerations on the screening of national cinema in basic education, highlighting educationbased on audiovisual resources. The research problem was raised from the following question: How does cinema in educational practice, together with Human Rights, enable the construction of the identity of black children in the quilombola communities of Gurugi and Ipiranga-PB? The methodology is constituted by a qualitative approach and has an applied nature. It is characterized as action research, because the researcher is a participant in the classroom where the research took place. It also resorts to an ethnographic approach, for having used the observation of the elderly, immersed in their daily lives. The participants of this study were children from 5th grade A, at the previously mentioned school, and three elderly women. The data collection instruments were: observation of children the school and observation of the elderly women within the community; field journal; questionnaire applied to children and interview with the elderly women. Cinema as a critical audiovisual tool instigates sensitivity, and spreads through intergenerational dialogues for creativity and alterity, which reverberates in a citizen education for the construction of quilombola identity, considering their social and cultural values, as a conquest of rights. The discussions culminated into the planning and implementation of pedagogical thematic workshops and in the elaboration and use of activity notebooks as a methodological production. These actions resulted in the pedagogical creation of a short film called “I am also a quilombola: the identity of children in Gurugi and Ipiranga”. The material was designed and recorded by the children, who spoke about the knowledge of the community, contained in the narratives of the elderly.