Tradição e memória afro-indígena na cura por palavras: ecologia de saberes no ensino de história em Salgueiro /PE

Abstract

One of the great challenges for teachers and researchers who seek to teach History in a critical and reflective way is to provide students with a way of experiencing the History of the present time, making them aware of their action on the place where they live and engaging them in understanding and valuing existing cultural traditions. This research provides an analysis of memories of rezadeiras and rezadores from the indigenous village Atikum and the quilombola communities of Conceição das Crioulas and Santana, in Salgueiro/PE and its applicability to the teaching of History. With the general objective of investigating how the healing arts in the practices of the rezadeiras and the rezadores of the quilombola and indigenous communities and their knowledge and memories contribute to the educational formation of the students in History classes in the last years of Elementary School at the Municipal School of Reference in Elementary Education Dom Malan, in Salgueiro/PE. This study is located in the field of History teaching in articulation with issues of Afro-indigenous interculturality in the light of the concept of ecology of knowledge, this theory feeds the idea that there are different forms of knowledge and/or inter-knowledge that interact in our daily lives. For this reason, this is a qualitative ethnographic research based on the theories of Halbwachs (2004) and Bosi (2010) on memory, Aragão and Rodrigues (2020) and Aragão and Nascimento (2021) about sensitivity in the art of healing through words, André (2009), Mattos and Castro (2011) and Macedo (2010) about the methodology of ethnographic research in Education, Santos (2007) on the ecology of knowledge, and Gadotti (2009) about ecopedagogy. We also used as legal frameworks the Curriculum Parameters of Pernambuco (2019) and the Laws nº 10.639/2003 and nº 11.645/2008. The collaborators of this research are six rezadeiras and rezadores (two from each community) with whom we conducted semi-structured interviews and the sixty-two students enrolled in the ninth grade classes (classes A and B) of Elementary School, at Escola Municipal of Reference in Elementary Education Dom Malan, in Salgueiro/PE, where we applied two questionnaires (one diagnosis and the other after the didactic sequence was carried out) and we gave subsidiary workshops to the ecopedagogical thematic notebook, the final product of our dissertation. It is worth mentioning that ecopedagogy encourages the reorientation of curricula so that they incorporate, in a transdisciplinary way, the (re)thinking of human actions, being able to understand the world starting from their reality itself, which contributes to the pedagogical practice of History of teachers from Municipal Education Network in Salgueiro/PE.