Banca de QUALIFICAÇÃO: OZANA PEREIRA DE SOUSA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : OZANA PEREIRA DE SOUSA
DATE: 30/07/2025
TIME: 10:00
LOCAL: Google Meet - https://meet.google.com/urp-rygg-ssk
TITLE:

RURAL SCHOOLS IN THE MUNICIPALITY OF POSSE/GO: REALITY OF EDUCATION IN RURAL AND QUILOMBO COMMUNITIES

KEY WORDS:

Rural Education; Quilombola Education; Teacher Training; Epistemologies of the South; Traditional Knowledge

PAGES: 59
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The educational reality in rural areas and Quilombola communities is permeated by numerous challenges. This research proposes a critical analysis of rural schools in the municipality of Posse, in the state of Goiás, with an emphasis on peasant and quilombola communities. It begins with the following problematization: to what extent do rural schools in the region meet the educational specificities of these territories, and what challenges do they face in ensuring a quality education that engages with their cultural identities, traditional knowledge, and socioeconomic demands? The object of analysis is how school education has been implemented in these communities, especially with regard to teacher training, the appreciation of local knowledge, and the effectiveness of public policies. The central hypothesis maintains that these schools present significant limitations in implementing a territorialized and emancipatory education, mainly due to the precariousness of initial and continuing teacher training and the absence of structural policies. However, local experiences and initiatives are also recognized that challenge this situation and point to possibilities for resistance and pedagogical reinvention. The overall objective of this research is to analyze the educational reality of rural peasant and quilombola communities in Posse, Goiás, focusing on teacher training as a structuring element for valuing traditional knowledge and constructing a contextualized, critical, and counter-hegemonic educational proposal. The methodology adopted will be qualitative, anchored in principles of Southern epistemologies and participatory research, inspired by the assumptions of Freirean popular education and narrative inquiry. The aim is to identify the limits and possibilities of educational practice in the schools studied, contributing to the strengthening of public policies that value local knowledge and combat epistemicide. 

COMMITTEE MEMBERS:
Presidente - 1528697 - BRUNO CARDOSO DE MENEZES BAHIA
Interno - 1426576 - RAMOFLY BICALHO DOS SANTOS
Externo à Instituição - RENAN MOTA SILVA - UFPA