EDUCAÇÃO ESCOLAR QUILOMBOLA: INTERFACES, TRAVESSIAS E FRONTEIRAS DA PRÁTICA DA PEDAGÓGICA
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Abstract
This article aims to analyze the pedagogical practices of teachers who organize the curriculum content in order to identify the interfaces of this knowledge with traditional knowledge in a primary school located in Macapazinho Community in Santa Izabel, Pará – Brazil. We seek to understand how this knowledge contribute to the development of the applied curriculum to the remaining maroon students, regarding the attitudes, values and ethnic self-belonging, related to the guidelines of the Curriculum Guidelines for Maroon Education (DCEEQ) and Legislations 10.639/03 and 11.645/08, which normalize the inclusion of the theme History of Africa and Africans and their contributions to the formation of Brazilian society in the national curriculum.
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