Contribuições da EJAI para afirmação da identidade negra no Quilombo Rural de Castainho - município de Garanhuns - PE.

Abstract

This research was carried out at the Virgília Garcia Bessa Municipal School, in the Quilombola community of Castainho, in the EJAI modality class, and its general objective is to analyze and understand the practices of reading and writing as a means of affirming black identity. Understanding the Education of Youth, Adults and Elderly as one of the forms of knowledge construction combined with the strengths of the people's knowledge is a necessity for the changes in mentality in relation to ethnic heritage to be consolidated. This is only possible when the educational practices beyond the school are related in a liberating pedagogical praxis; and this practice involves the educator's ability to add knowledge, affection, criticality, respect, action and, together with the student, contribute to the transformation of the world. Its methodology is based on a qualitative approach and a case study, in which 6 subjects participated, namely: 2 teachers, 3 students and 1 community leader; for this, the following instruments were used: semi-structured interviews with all subjects, field observation with annotations and bibliographical research. This research took as theoretical basis the studies of Stecanella (2013), Soares (2008), Freire (2000), Munanga (2003), Brandão (1998), Bourdieu (2003) among others. We conclude that the EJAI modality needs, in addition to a contextualized teaching strategy, to educate and train critical subjects to overcome the structural racism that exists in our country.