Conhecimento tradicional e ensino formal: desafios educacionais entre quilombolas no Vale do Ribeira (SP)

Abstract

Schools inserted in quilombola contexts face challenges that go beyond an adapted Pedagogical Political Project. In this study, local narratives about education in the Pedro Cubas and Pedro Cubas de Cima communities (Vale do Ribeira, SP) are presented. Narratives are discussed in light of the challenges of integrating traditional knowledge and formal education for local children and adolescents. Data were collected through informal interviews and daily life observation in the context. The results showed aspects of life history, socialization, and reflections on education of eight individuals, among quilombolas and teachers who work in the region. School transport conditions were within the main difficulties reported. Proposals and local actions for the inclusion of differentiated teaching in the school curriculum could be also reported. However, the challenge of a more effective and permanent integration between quilombola culture, local knowledge, and formal education in schools remains. The school, seen as a multicultural and democratic environment, impacts positively not only local populations but the society as a whole.