Educação de jovens e adultos e desenvolvimento local no contexto de comunidades quilombolas do norte do Estado do Espírito Santo – Brasil
Data
2019-01-16
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Nesta tese foi tratada a problemática da educação de jovens e adultos como força catalisadora de processos de desenvolvimento local e de bem-estar com a comunidade quilombola rural Angelim 1 localizada na região norte do Estado do Espírito Santo, Brasil. Assim, se buscou compreender o papel da educação de jovens e adultos naquele contexto; construiu-se uma proposta de investigação adaptada à educação de jovens e adultos e ao desenvolvimento local; delineou-se uma radiografia da comunidade e se avaliou o potencial da pesquisa-ação como abordagem adequada àquela comunidade e facilitadora de processos de educação e de desenvolvimento. A abordagem metodológica centrada na pesquisa-ação se concretizou pela identificação coletiva dos problemas considerados prioritários por lideranças quilombolas; no planejamento coletivo implicando todos os participantes, utilizando técnicas de escuta sensível, observação participante e diário de itinerância. Aplicámos entrevistas semiestruturadas com quilombolas e seus parceiros; formulários às famílias quilombolas e questionários aos agentes externos. Os principais resultados foram: (i) moldagem e realização coletiva de quatro atividades educativas não formais, em círculos de diálogo, implicando os participantes em troca de saberes tradicionais sobre o cultivo da mandioca e manejo dos recursos naturais da comunidade numa perspectiva agroecológica; aprendizagens colaborativas sobre técnicas de preservação e armazenamento de recursos hídricos; recursos existentes na comunidade que propriciam o turismo quilombola de base comunitária para ampliação de renda das famílias quilombolas e fortalecimento de vínculos comunitários; (ii) concretização de radiogafia que desvelou a situação atual da comunidade Angelim 1, permeada por crises e conflitos endógenos por questões fundiárias; baixa escolaridade entre adultos e idosos; baixa qualificação profissional colocando-os em trabalhos informais de baixa remuneração; e, (iii) Programa Educação de Jovens e Adultos e Desenvolvimento Local assente na pesquisa-ação moldado com a participação de lideranças quilombolas. A participação comunitária é um desafio a ser superado pela comunidade, sendo fundamental para estruturação de processos de desenvolvimento local, bem como a inclusão educacional de adultos e idosos quilombolas em processos educativos formais que contemplem desde a alfabetização à educação superior. Todavia, esse estudo demonstrou ser possível, por meio de abordagens centradas na pesquisa-ação, moldar processos educativos não formais que moveram lideranças quilombolas a assumirem um compromisso consigo próprias e com a comunidade, a partir de sua implicação na leitura do seu contexto e da percepção das oportunidades existentes na comunidade. Naquele contexto, a educação de jovens e adultos contribuiu para o desvelamento e tomada de consciência dos quilombolas de sua própria força e da capacidade de produzir, com as próprias mãos, as mudanças desejadas coletivamente que poderão conduzir ao desenvolvimento local e ao bem-estar comunitário.
This thesis is about youth and adult education as a catalyst force in the process of local development and welfare, in the context of the rural quilombola community Angelim 1 in the northern region of Espírito Santo, Brazil. Thus, it was sought to understand the role of youth and adult education in that context; a research proposal adapted to youth and adult education and to local development was built; an x-ray of the community was outlined and the potential of action research as an appropriate approach to that community and facilitator of education and development processes was evaluated. The methodological approach centered on action research was based on the collective identification of the problems considered as priority by quilombola leadership; in collective planning involving all participants, using sensitive listening techniques, participant observation and roaming journals. We applied semistructured interviews with people from the quilombola communities and their partners; forms to quilombola families and questionnaires to external agents. The main results were: (i) collective realization of four non-formal educational activities in dialogue circles, involving the participants in exchange for traditional knowledge about cassava cultivation and management of the community’s natural resources in an agroecological perspective; collaborative learning about techniques for the preservation and storage of water resources; community resources that enable quilombola tourism to increase the income of local families and strengthen community ties; (ii) a radiography that revealed the current situation of the Angelim 1 community, permeated by crises and endogenous conflicts over land issues; low schooling among adults and the elderly, low professional qualification, placing them in low paid informal jobs; and, (iii) Youth and Adult Education Program and Local Development based on action research modeled with the participation of quilombola leaders. Community participation is a challenge to be overcome by the community, being fundamental for the structuring of local development processes, as well as the inclusion of quilombola adults and elders in formal education processes, ranging from literacy to higher education. However, this study demonstrated that it was possible, through action-oriented approaches, to shape nonformal educational processes that moved quilombola leaders to make a commitment to themselves and to the community, based on their involvement in reading their context and perception of opportunities in the community. In that context, the education of youth and adults has contributed to the unveiling and awareness of the quilombolas of their own strength and the capacity to produce, with their own hands, the desired changes that can lead to local development and community well-being.
This thesis is about youth and adult education as a catalyst force in the process of local development and welfare, in the context of the rural quilombola community Angelim 1 in the northern region of Espírito Santo, Brazil. Thus, it was sought to understand the role of youth and adult education in that context; a research proposal adapted to youth and adult education and to local development was built; an x-ray of the community was outlined and the potential of action research as an appropriate approach to that community and facilitator of education and development processes was evaluated. The methodological approach centered on action research was based on the collective identification of the problems considered as priority by quilombola leadership; in collective planning involving all participants, using sensitive listening techniques, participant observation and roaming journals. We applied semistructured interviews with people from the quilombola communities and their partners; forms to quilombola families and questionnaires to external agents. The main results were: (i) collective realization of four non-formal educational activities in dialogue circles, involving the participants in exchange for traditional knowledge about cassava cultivation and management of the community’s natural resources in an agroecological perspective; collaborative learning about techniques for the preservation and storage of water resources; community resources that enable quilombola tourism to increase the income of local families and strengthen community ties; (ii) a radiography that revealed the current situation of the Angelim 1 community, permeated by crises and endogenous conflicts over land issues; low schooling among adults and the elderly, low professional qualification, placing them in low paid informal jobs; and, (iii) Youth and Adult Education Program and Local Development based on action research modeled with the participation of quilombola leaders. Community participation is a challenge to be overcome by the community, being fundamental for the structuring of local development processes, as well as the inclusion of quilombola adults and elders in formal education processes, ranging from literacy to higher education. However, this study demonstrated that it was possible, through action-oriented approaches, to shape nonformal educational processes that moved quilombola leaders to make a commitment to themselves and to the community, based on their involvement in reading their context and perception of opportunities in the community. In that context, the education of youth and adults has contributed to the unveiling and awareness of the quilombolas of their own strength and the capacity to produce, with their own hands, the desired changes that can lead to local development and community well-being.
Descrição
Tese de Doutoramento em Ciências da Educação apresentada à Universidade de Trás-os-Montes e Alto Douro
Palavras-chave
Educação de jovens e adultos , Desenvolvimento local , Comunidades quilombolas , Pesquisa-ação