O tambor de crioula e a educação na unidade escolar Antonio Martins Costa, municipio de Brejo – MA : vivências e formações que permeiam a práxis pedagógica

Abstract

This research addresses Tambor de Crioula and education at the Antonio Martins Costa School Unit, Municipality of Brejo-MA: experiences and training that permeate pedagogical praxis. The research was conducted at the Antonio Martins Costa School Unit, located in the village of Vila das Almas, a community with quilombola heritage, in the municipality of Brejo-MA. The main objective was to present Tambor de Crioula as a pedagogical strategy for the integral and sociocultural development of students, based on the experiences of the community and of the municipal public school. It also sought to understand the history and culture of the locality in which the school is situated, in order to explore possibilities for incorporating Tambor de Crioula into pedagogical activities within the Physical Education curriculum component, as well as to promote local culture and history for the development of the students’ Afro descendant identity. Furthermore, it aimed to identify relevant legislation supporting the inclusion of Tambor de Crioula as a cultural and pedagogical experience; to present pedagogical proposals prioritizing its incorporation into school activities; and to prepare a pedagogical guide fostering the appreciation and respect of Afro-descendant culture—especially by integrating local cultural practices into school experiences that contribute to the development of social identity and to the pedagogical practices of teachers. The central research questions were: What is the importance of Tambor de Crioula in the school curriculum as part of the students’ identity formation in the quilombola school “Unidade Escolar Antonio Martins Costa” in Vila das Almas, municipality of Brejo-MA? How can Tambor de Crioula be integrated into school activities to promote the comprehensive and sociocultural development of elementary school students? What strategies can be used to include it as a cultural experience in activities developed within the Physical Education curriculum component? The methodology combined bibliographic research with fieldwork, given the need to draw from diverse literature and to conduct in loco observation in the research setting. Several bibliographic sources were used to support the study, including Candau (2010), IPHAN (2017), Resolution 01/04, Law 10.639/2003, Freitas (2021), and Gomes