INTERCULTURALITY AS A STRATEGY FOR QUILOMBOLA SCHOOL EDUCATION IN THE ALAGOAS HINTERLAND

Abstract

This article aims to reflect on the importance of discussing interculturality as a paradidactic alternative to foster a Quilombola School Education in the Semi-arid Region of Alagoas. The scope of this study was based on the validity of the extension project "A study on the intercultural border of quilombola remnants in Santana do Ipanema - Alagoas", a project linked to the Training Program in Extension Actions of the Federal University of Alagoas (PROFAEX-UFAL). Among the scheduled activities, it was necessary to survey historical and documentary sources that dealt with the presence of the black population in the territory of the study. We highlight the relevance of a work of modest but substantial dimensions, which deals with the Afrodiasporic presence in the municipality of Santana do Ipanema. This paradidactic book, written by three native authors of this particular municipality (Chagas, Fausto and Neto, 2012), proposes the hypothesis of a connection between the black community in Santana and the quilombolas originating from Serra da Barriga, based on a document dated 1771. However, in a critical analysis of the work, devoid of intentions of preciousness, there are episodes narrated in which the authors mistakenly use expressions with questionable racial connotations, when commenting on black events and personalities in Santana. Our critique rests on the inadvertent use of characterizations that could be interpreted as veiled racism, denoting the need to break with this colonialist knowledge based on racial literacy on the part of readers, authors and, by extension, the communities in question.