Educação antirracista e saberes ancestrais afro-indígenas no ensino de geografia - intervenção pedagógica em Central do Maranhão/MA

Abstract

This course conclusion monograph addresses geographic education with an anti-racist character, based on the pedagogical intervention carried out in a public school in Central do Maranhão associated with other investigative practices as well as local Afro-indigenous knowledge related to the use of plants. I have as protection to Law 11.645/08 (which extends to Law 10.639/03), which becomes obligatory or ensino of Afro-Brazilian and indigenous History and Culture, and as Diretrizes Curriculares Nacionais para a Educação das Relações Etnico-raciais e para o Ensino of History and Culture Afro-Brasileira e Africana (CNE, no. 1/2004). The general objective of the study presented here is to promote the article of two school contents such as local knowledge regarding the use of medicinal plants in the reality lived by two students from Central do Maranhão, to promote spatial thinking and an anti-racist stance. Therefore, there are only specific objectives: (i) promote the valorization of the knowledge that circulates in the family nucleus through orality and that is also the economic base that sustains the workers; (ii) highlight the geographical relationships present from the spatial dimension to the two farms and trade in the fairs, to the Afro-indigenous ancestral origin of the knowledge that circulates based on preconceptions and, at the same time, to the sustainable and more harmonious relationship with the environment based on a cosmoperception . Using the phenomenological method in education, this qualitative research involves the methodological procedures: bibliographic survey relevant to ethnic-racial themes (legislation, Afro-indigenous knowledge, education and geography teaching); field research in Central do Maranhão/MA and religious practices not povoado quilombolas as sources of phenomenological investigation of local Afro-indigenous knowledge; Pedagogical intervention with the use of active methodologies in a didactic sequence of four classrooms for the 8th and 9th grade at the Valdecy Viana Prazeres municipal public school. In the intervention, a didactic sequence of 4 classrooms was carried out with the use of varied pedagogical practices (questionnaires for prior diagnosis, inverted classroom, research with family members at home and presentation of two research results for students, exhibition and debates of videos and preparation in a group of mental maps like consolidation of learning). Orality, corporeality and circularity are ancestral Afro- indigenous values and can be reestablished with varied pedagogical practices allied to the investigation of local knowledge that constitutes the origins and daily life of many students of Central do Maranhão, especially the quilombolas. Thus, rescuing the primary sources of research now and again, associating with recording, recording and photographing these subjects-narratives provides an existential repositioning of quilombolas people, as subjects of knowledge in the historical plot that we very well know and produce with their territories and lived places. Finally, this research is considered as a community legacy – one that originates long before the intervention, has been dreamed of not between two ancestors, and that extends beyond two school walls, allied to anti-racist struggle and geographic education of a critical nature. , creative and emancipatory is a practice articulated between scientific knowledge, School content and specific knowledge of communities in the valorization of ethnic-racial identities lived by students and residents of Central do Maranhão. That the teaching of geography can convey an anti-racist geographic education inspiring emotional, political and theoretical-practical relationships that guarantee a transformative education