RELIGIÃO E EDUCAÇÃO FÍSICA NUMA ESCOLA QUILOMBOLA EM ITAPEMIRIM, ESPÍRITO SANTO

Abstract

The quilombo was the main model of social and political organization of black people for freedom. They were places inhabited by all the marginalized of the slave system in search of living free, worshiping their gods and their traditions. The present research was carried out in an exploratory, descriptive and comparative character, being carried out at the State School of Elementary Education "Graúna", located in the territory of quilombo remnants in the municipality of Itapemirim, in the south of the state of Espírito Santo. The objective was to identify whether religion influences the rescue of African-based games and games in Physical Education and Corporeality classes. In this work, the bibliographic research presents the main considerations necessary to understand the origin and history of the quilombo in the world and in Brazil, in order to understand the history of Graúna. In addition, we seek to understand the challenges faced by a school that follows the common basic curriculum, but is located in a quilombola territory with peculiarities and characteristics. We sought to understand how local religiosities, teachers and students react when pedagogical practices, which dialogue with the laws and resolutions in question, are put into practice, and how this makes it difficult or not to rescue Afro-Brazilian culture and memory in a territory of quilombo remnants. In the field, the observation and the in loco experience of projects and pedagogical activities made it possible to collect significant records and information. Through dialogues, rounds of conversations and unstructured questions. This need not to organize questionnaires was due to the approximation between the researcher and those investigated, as we believe that in that environment, inquiring, asking or proposing an elaborate research would cause discomfort, withdrawal and denial of the proposed data. The results indicate that there is an influence of religion in the rescue of African-based games and games in Physical Education classes, but that, despite the prohibition of churches and local religious leaders, the practice is experienced by students. The lack of identity of the residents in Graúna interferes with the understanding and appreciation of cultural rescue activities, and the school is the main space for experiencing and appreciating culture for most of the interviewees. With this, we exalt the importance of a community intervention in the community that goes beyond the walls of the school, so that the subjects present there accept and recognize themselves as quilombolas, and thus, the cultural pedagogical activities in the school, make sense and are experienced in their entirety.