Educação escolar quilombola: diásporas, artes e conhecimentos: projetos políticos pedagógicos para professoras/es-artistas

Abstract

We intend to expand epistemological dialogues in a context in which the arts merge with flavors and knowledge in learning processes that promote the exchange of knowledge between the school and the quilombo. We invite attention to the counter-colonization of curricula, management and every school form (colonizing) expressed in the ways in which learning times and spaces are organized. We put into dialogue the epistemologies of artistic and Afro-indigenous communities in diasporic contexts. Even though the rapprochement between quilombola knowledge and schooling processes reveals tensions, we insist on the invitation to exercise education and its performativities together (as teachers acting through singing, playing, poetry, dancing, orality of the word as sound, image and narrative). We present (through performances and videos of artists’ works) a path of the arts as knowledge in opposition to the colonizing vision of scientific and schooled knowledge, thus promoting debates and experiences where alternative readings of quilombos were made from the perspective of the production and transmission of knowledge (intergenerational, political performativity in everyday life and festive times). We seek to show other sciences that produce affirmative and conscious readings of quilombo history through the election of categories such as time, space/corpography, food, pedagogy and language, to reflect on how community and school practices contribute or not to the maintenance of community life and how educational proposals need to affect the organization of the school and its educational process, considering the learning spaces and the dynamics of education in the community.