TEACHING IN THE QUILOMBO, TEACHING THE QUILOMBO: SCHOOLING AND TEACHER RACIAL IDENTITY

Abstract

The growing academic discussion on Quilombola School Education has involved more conceptual approaches about what it should be than the analysis based on the Quilombola and non-Quilombola teachers do in their teaching practices. Based on the teaching practices of these teachers in a school located in a quilombola territory, I present in this article an analysis of three directly associated aspects: a) reflections on the pedagogical practices within the school carried out by the teachers, b) individual reports on how the schooling process takes place in the daily life of the school, conceived in a variable way as "quilombola school" and as "school in the quilombola territory" and c) narratives and reports used to pedagogically define what each teacher conceives in their own professional practice as quilombola school education. Three contrasts appear between the reports of Quilombola teachers and non-Quilombola teachers: I) ways in which the community experience is brought to teaching practice, mediating who has more or less knowledge about the Quilombo culture; II) ways in which a certain quilombola school pedagogy can be conceptually elaborated, involving different values and purposes; III) place of discussions on racism, ethnic-racial identity and racial self-esteem, presented as closely associated aspects, but perceived under different orders of pedagogical and political relevance.