A extensão rural e o processo de inclusão educacional escolar de remanescentes quilombolas: pontos de interlocução

Abstract

The education is essential to the human being development, however it was denied for a long time to some humanity members. Initially, in Brazil, the education was discriminatory to black population and this fact was responsible for claims of social movements, which conquered specific policies and laws dealing with education focused on the black population, composed by remaining quilombolas living in rural areas. In order to quilombolas who live in rural areas have access to education and school quality, it is necessary to valuing diversity in the school context and collective work between the school and the local authority. In this sense, this work claims to verify and analyze how and at what extent the Rural Extension actions developed by EMATER in Arroio do Tigre, collaborate or can collaborate to the educational scholar inclusion of remaining quilombolas students from the Quilombola community Linha Fão. In the research, twenty-two people were interviewed, among extension agents, teachers and mother of quilombolas students and the results showed the extension of social welfare from EMATER in Arroio do Tigre as an important figure for the community s recognition by Fundação Cultural Palmares. In addition, EMATER, along with the Department of Social Services of Arroio do Tigre, in partnership with a school in which students from the community study, developed activities to assist people from the quilombola community to know their past and recognize Quilombo remaining people. After the intervention of those entities, mainly the work developed in the school some people who were interviewed reported a great decrease in the rate of repetition and dropout among students members of the Comunidade Quilombola Linha Fão. These rates, however, still are trying to make students take a position in order to constitute actors of rural development of the quilombola community. Finally, through this research it was possible to realize that the extension could and still can contribute to the educational inclusion of quilombola remaining student. This way, there is the possibility of dialogue point in the actions of rural extension workers and teachers, but the constant dialogue is essential as well as the partnership among them.