| dc.description.abstract | This study focuses on events of literacy development in a quilombola school context, based on the manifestations of teachers and community leader, seeking to identify and analyze the possible connections between school language activities and the sociocultural reality of the quilombo. We also sought to promote reflections about the potentialities raised by the literacy events analyzed in this study beyond what is already being done at school. From this perspective, authors such as Castilho (2008, 2011), Nunes (2010), Weschenfelder and Fabris (2017), Ladson-Billings (2008), among others, support the analysis of aspects related to the Education of Ethnic-Racial Relations. Kleiman (1997, 2001, 2007), Rojo (2004, 2009) and Street (1984, 2013, 2010, 2014) support the analyses from the perspective of Literacy Studies. For the development of this study, we analyzed part of narratives interviews conducted remotely with elementary school teachers about their pedagogical work, considering the context in which they work. An interview was also held with the community leader, who contributed with information about historical, sociocultural, and political aspects of the quilombo territory and his perception about the relationships that are established between school and people who live there. From the interviews, social-historical-cultural elements emerge, which are imbricated to the way the literacy processes are developed at school. When relating these elements to what has been done to integrate the quilombola knowledge to the proposals of literacy developed at school, among the results, there are specific movements of teachers in proposing language activities that connect to the particularities of the specific context. For the most part, these movements come from isolated initiatives of the school, noting the need for a coordinated action, which depends on municipal public policies capable of promoting continued education for teachers who work in a context of specificities. | en |
