“Já está trabalhando os quilombolas?”: Saberes, memórias e identidades da comunidade da Rasa na alfabetização de crianças em uma escola pública de Armação dos Búzios (RJ)

Abstract

This dissertation analyzes the implementation of a project developed through didactic sequences aimed at fostering awareness of the quilombola history of the Rasa community, linking it to childhood literacy in order to contribute to its elevation within the school environment. To achieve this goal, the need to implement Law 10.639/03 is considered, which mandates the teaching of Afro-Brazilian culture and history in educational institutions, with the aim of ensuring education that puts into practice the provisions outlined in the legislation while simultaneously establishing connections with the students' reality and social context. Thus, the general objective of this study is to develop action research that values the history and quilombola experience of long-time residents of the Rasa community, associating them with the literacy development of first-grade children in a public school in the city of Armação dos Búzios (RJ). The methodology employed combines action research, ethnography, and document analysis. It takes a close look at literacy procedures through the lens of Freire (1987 [2021a]) and Soares (2003, 2020a, and 2020b). The study also highlights perspectives on social literacies discussed by Street (2014), the theories of Moita Lopes (2006) for contemporary Applied Linguistics, and the thoughts of Nascimento (1980), emphasizing the contributions of the history and memories of the Black population to society, as well as the significance of quilombos as spaces of resistance.In conclusion, this study observes how the integration of plans focused on reflecting on the alphabetic writing system, coupled with the recognition and appreciation of elements that define the quilombola identity of the Rasa neighborhood, can contribute to enjoyable, meaningful, and essential learning for the children in this community.