| dc.description.abstract | This research addresses ancestral knowledge in quilombola education and analyzes the meanings that high school students attribute to ancestral knowledge approached by the quilombola school, showing how they understand their context and how they build their identity as quilombola subjects. Based on references from the decolonial perspective, with the concepts of interculturality and decolonial pedagogy, it is understood that ancestral quilombola knowledge is passed on from the oldest to the youngest. The quilombola school needs to have a different look at young people in relation to their knowledge, as the knowledge developed is constituted by the relationship between traditional populations and the environment in which they live. The research has a qualitative approach with an exploratory, descriptive and analytical methodology. The research subjects are young quilombolas who attend the Quilombola State School Teacher Tereza Conceição de Arruda, in Quilombo Mata Cavalo, in the city of Nossa Senhora do Livramento, in the state of Mato Grosso, in the central-west region of Brazil. A questionnaire was applied and two conversation circles were held. The results showed that students are aware of the challenges faced outside the quilombo and the strength that the community offers to face them. As for the perspectives of young quilombolas in relation to themselves, their context and their life project, they aim to attend college and to come back to collaborate with their
community. Ancestral knowledge are passed on to young people by the community and heavily approached by the school, in dialogue with their perspectives for the future. Past values about their afrodescendant culture have contributed to the construction of
decoloniality. | en |
