Quem sou eu, quem somos nós? conhecendo os processos identitários dos alunos da escola municipal Francisco Pereira Leite da comunidade Serra das Viúvas, Água Branca - Alagoas

Abstract

This paper deals with the identity process of the students of the Municipal School Francisco Pereira Leite located in the community of Serra das Viúvas, in the municipality of Água Branca / Alagoas. The interest in researching the theme emerged from the curiosity to know a Quilombola community, especially the Serra das Viúvas community, widely spoken by visitors and especially the fact that people who live in the same city did not know this reality, the way of life and their customs. We understand that it has fundamental importance to know how the identity processes of the students of the Quilombola community occur, a way for the students to perceive themselves as subjects of the society in which they live and to understand that they have a differentiated life history, are part of a family, and belong to a community. Within this context we will raise some concerns such as: What is being a quilombola person? How do children identify in this process and how did the fight for their rights take place? What is the link between the school and the quilombola community? Initially we conducted field research to observe students and teachers, tracking and recording activities related to the identity processes developed in the classroom. We then conducted interviews with the community leader and some residents who experienced the historical process through which it passed until it was recognized as a Quilombola community. To base our study we resort to some Laws and authors that served as theoretical contributions for our research such as; the National Education Guidelines and Bases Law - LDB nº 9394/96: the National Curricular Guidelines for Quilombola Education, Article 68 of the ADCT and 215 and 216 of the Constitution of the Republic that determines the territorial regularization of quilombola communities and protect their cultures ; Decree No. 4887 of November 20, 2003, which regulates the procedure for the identification, recognition, delimitation, demarcation and titling of lands occupied by remnants of quilombo communities, the Federal Constitution of 1988. We also use the following authors: Haall (2006), Castells (1999), Johnson (2006), Braga and Duarte, (2014); Silva (2015) in addition to theses, dissertations and final papers. References whose theoretical approach allows to present important conceptual questions in the context of Quilombola education. The main objective of this work is to analyze the identity processes of a group of children from the Municipal School Francisco Pereira Leite in the Serra das Viúvas - Água Branca Alagoas community. As well, to know the historical process of community formation and to analyze the insertion of the municipal school in this context. We believe that the work developed can have great value to the community of Widows, as well as to help teachers and students in pedagogical activities, collaborating with society to create reflections on the formation of Quilombola communities and the forms of identity affirmation in the school environment , its potentialities and main challenges.