Revista Brasileira de Educação do Campo
The Brazilian Scientific Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e7187
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
Peasant Education and Pedagogy of Alternation: UnB
experience at the Kalunga’s historic site and cultural
heritage
i
Caroline Siqueira Gomide
1
,
Rafael Litvin Villas Bôas
2
, Maria Lúcia Martins Gudinho
3
, Luan Ramos Gouveia
4
, Ana Lêda Dias
dos Santos
5
1, 2, 5
Universidade de Brasília - UnB. Faculdade Planaltina - FUP. Área Universitária n. 1, Vila Nossa Senhora de Fátima,
Brasília - DF. Brasil.
3
Epotecampo e Universidade de Brasília - UnB.
4
Universidade Estadual Paulista Júlio de Mesquita Filho -
UNESP.
Author for correspondence: caroline.gomide@gmail.com
ABSTRACT. The intent of this article is to historicize the
dynamics of the Teaching Degree Program in Peasant Education
at University of Brasília (UnB) with the communities of the
historical site of the Kalunga territory and cities around the
quilombo. With this aim, we systematize and analyze the
advances, limits and challenges of teaching, extension and
research activities carried out in the territory, considering the
forms of political and community organization existing in the
region, the relationship between culture and resistance ways to
the modes of production that leads to the region’s social and
environmental degradation, such as by mining and agribusiness
activities. We sought to highlight in the extension activities the
perspective of the praxis operating in the Community Time
seminars, in the theater and audiovisual collective actions, in the
construction challenges of the Kalunga territory research
committee. From this action, it was possible to perceive a series
of advances in strengthening the process of education, training
and social organization of the region’s rural and quilombola
population.
Keywords: Peasant Education
ii
, Pedagogy of Alternation,
Community Time, Social Organization.
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
2
Educação do Campo e Pedagogia da Alternância:
experiência da UnB no sítio histórico e patrimônio cultural
Kalunga
RESUMO. O artigo tem como objetivo historicizar a dinâmica
de atuação da Licenciatura em Educação do Campo da
Universidade de Brasília (UnB), com as comunidades do sítio
histórico do território Kalunga e cidades dos arredores do
quilombo. Com esse intuito sistematizamos e analisamos os
avanços, limites e desafios das ações de ensino, extensão e
pesquisa desenvolvidas no território considerando as formas de
organização política e comunitária existentes na região, e a
relação entre cultura e formas de resistência aos modos de
produção que implicam em degradação ambiental e social da
região, como a atividade minerária e o agronegócio. Buscamos
destacar nas atividades de extensão a perspectiva da práxis
operando nos seminários de Tempo Comunidade, nas ações dos
coletivos de teatro e audiovisual, nos desafios da construção do
comitê de pesquisa do território Kalunga. A partir dessa atuação,
foi possível perceber uma série de avanços no fortalecimento do
processo de educação, formação e organização social da
população rural e quilombola da região.
Palavras chave: Educação do Campo, Pedagogia da
Alternância, Tempo Comunidade, Organização Social.
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
3
Educación del Campo y Pedagogía de Alternancia:
experiencia UnB en el sitio histórico y el patrimonio
cultural de Kalunga
RESUMEN. El artículo tiene como objetivo historizar la
dinámica de actuación de la Licenciatura en Educación del
Campo de la Universidad de Brasilia (UnB) con las
comunidades del sitio histórico del territorio Kalunga y ciudades
de los alrededores del quilombo. Con ese propósito
sistematizamos y analizamos los avances, límites y desafíos de
las acciones de enseñanza, extensión e investigación
desarrolladas en el territorio considerando las formas de
organización política y comunitaria existentes en la región, la
relación entre cultura y formas de resistencia a los modos de
producción que implican en de degradación ambiental y social
de la región, como la actividad minera y el agronegocio.
Buscamos destacar en las actividades de extensión la
perspectiva de la praxis operando en los seminarios de Tiempo
Comunidad, en las acciones de los colectivos de teatro y
audiovisual, en los desafíos de la construcción del comité de
investigación del territorio Kalunga. A partir de este desempeño,
fue posible notar una serie de avances en el fortalecimiento del
proceso de educación, capacitación y organización social de la
población rural y quilombola de la región.
Palabras clave: Educación en el campo, Pedagogía de
Alternancia, Tiempo Comunidad, Organización Social.
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
4
Introduction
The Teaching Degree Program in
Peasant Education (LEdoC
iii
) from
University of Brasília (UnB), stablished in
2007, is one among the four first
experiences developed in public Brazilian
universities. Later on, this degree was
stablished in 44 programs in universities
and federal education institutes throughout
the country with the goal of training and
enabling professionals to teach, by subject
area, peasant secondary and high schools.
At UnB, where the Course’s
Pedagogical Plan (PPC) was recently
reshaped and is structured in three subject
areas: Mathematics, Languages and
Natural Sciences, being the first program
to untie Mathematics from Natural
Sciences. In the Field of Languages the
reshaping included courses such as
Audiovisual and Visual Arts, considering
comprehension and the multiple literacies
beyond the written dimension.
The pedagogy of alternation
embraced as method enables de rural
community people to access an education
that articulates the studies at the university
and the time for living, working and
learning at the community where the
learner lives. This method is from the mid-
20
th
century in France and had the goal to
enable rural community people to access
schools, considering the planting and
harvesting temporality and the rural
workers’ objective requirements.
In Brazil, the Family Agricultural
Schools (EFA) first embraced that
methodology and the rural social
movements later established partnerships
with universities, mostly through the
National Education Program for Agrarian
Reform (PRONERA) that also embraced
the method in technical schools, high
schools, adult literacy schools, lato sensu
post-graduation courses and general post-
graduation courses. One of the main goals
of the alternation is to recognize the
dimension of empiric knowledge, the
knowledge by practice, developed together
in community; and the theory created at
school or at the university aiming the
development of productive synthesis that
acknowledge the rural individual as
protagonist of the production process as
well as of the knowledge socialization
process produced by the humanity (Caliari
et al., 2002).
The Community Time follow up is
planned to include activities that integrate
the training actions developed in the
communities, which are organized in four
articulated axis according to the PPC: 1)
School Oriented Insertion (IOE); 2)
Community Oriented Insertion (IOC); 3)
Study Time and 4) Community Time
Territorial Seminars. The UnB program is
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
5
structured in teams to monitor the
Community Time in the different
territories where the students live. One of
those territories is the Kalunga Historic
Site and Cultural Heritage.
This is considered as territory for we
agree with the concept described by
Almeida (2015) as a space occupied by a
social group to guarantee its reproduction
and its material and symbolic needs
satisfaction. Furthermore, we also agree
with Fernandes (2009) when he asserts that
the relations and social classes produce
different territories and spaces that
reproduce themselves in permanent
struggles. In the Kalunga case, the
territoriality goes under Almeida (2015)’s
assertion:
… the institutionalization as Site and
Heritage legitimate the existing
power exercised in that space and
wisely appropriated by the Kalunga.
Thus, there is a power geometry
spatially reflected both at the site and
at the heritage, as they are too,
territory. (Almeida, 2015, p. 49).
The Peasant Education’s developing
process started with the social and union
movements like the Landless Workers’
Movement (MST) and the Agricultural
Workers’ National Union (CONTAG),
mainly the peasants who
demanded/demand Land Reform. The
importance of having community schools
in rural areas owned by the community to
educate peasants is understood as
important to guarantee their continuance in
that space as well as to ensure their
fundamental rights to access a quality
education.
“The emergence of the expression
‘Peasant Education’ can be tracked. It was
first used as ‘Primary Peasant Education’
during the organization of the I National
Conference on Peasant Basic Education,
held in Luziânia, Goiás, between 27
th
and
30
th
July 1998. It was later called Peasant
Education after the discussions conducted
at the National Seminar and reaffirmed at
the II National Conference in July 2004.”
(Caldart, 2012, p. 259).
Caldart points out the
accomplishment moment of the Peasant
Education by stating:
The effort made at the moment of
establishing the Peasant Education
until today was to stem from the
struggles for the transformation of
the education reality in the Land
Reform areas led at that time mainly
by the MST for the broader struggle
for education for all the workers in
rural areas. (2012, p. 259).
Nevertheless, this development
passes through the articulation process of
historical struggles from the past. The
EFAs, the Basic Education Movement
(MEB), the indigenous and quilombolas’
organizations, trade unions, amongst
others, significantly contribute to the
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
6
Peasant Education’s strengthening. In this
regard, the same workers that fight for
their right for land, work and territory are
the protagonists in the struggle for a
quality Peasant Education (Caldart, 2012).
That said, it is relevant to point out
that the Peasant Education, before being
theory was a daily practice within the
peasant movements in their different forms
of education, including their own struggle
which is a pedagogical process itself. The
Peasant Education involves the learning
process since the early primary school
grades up to the university level in a way
that it keeps up with the peasant
individual’s entire learning process. The
Peasant Education Teaching Degree
programs, first established in 2007, are
pedagogical examples of this peasant
common individual teaching process.
In this work we describe, discuss and
analyze, mainly, the Peasant Education
Teaching Degree program’s activities
during Community Time (TC) in the
Kalunga territory based on the experiences
from the TC Seminars.
History and organizational dynamics of
the Kalunga Historic Site and Cultural
Heritage
The Kalunga quilombola territory,
located in the state of Goiás’s northeast
covers parts of Cavalcante, Teresina de
Goiás and Monte Alegre cities, is the
largest Brazilian quilombo with 253,000 ha
(Costa, 2013). The region is also known
for being part of the Chapada dos
Veadeiros.
The Kalunga quilombola
comunnity’s development started during
the Brazilian colonial time in its Gold Rush
period on the lands which were later
accredited as from the Goias state. The
colonizers, through slavery production,
extracted gold in many other sites within
the state, being the Chapada region one of
them. Ubirajara Galli (2006) states that the
first flag dispatched in São Paulo to do
mineral research in the Goiás territory took
place in the 17
th
century, but only in the
18
th
have they reached positive outcomes
resulting in the “occupation” of the
territory already occupied by indigenous
people with the purpose of extracting gold.
Since the production was based on
slave work force, thousands of black
people were brought into the Goiás
territory. Under slavery conditions the
slaved people built up their resistance in
the Goiás state northwestern region
building up Brazil’s largest quilombo.
According to Clovis Moura (1993), each
quilombo had a specific way of
organization and all had a common goal: to
run away from the system which slaved
them. The quilombos had economic,
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
7
military and political organization, it was
not a group of disorganized people. In this
context of quilombo foundations, we agree
with Baiocchi’s (2013) synthesis about the
quilombola settlement in the state of
Goiás:
The Africans and their Brazilian
descendant’s entry in the estate
begins with the colonizing flags and
follows the mining movement,
continuing, later in the 19
th
century,
with the migrations from Minas
Gerais, Bahia and other states, with
people seeking fields for planting and
cattle raising. The migration begun
disorganized provoked by the gold
discovery in the center of Brazil.
With it, the state of Goiás was
created under the symbol of gold and
mining, being the African its main
element, the motor of this structure.
To the Goiás province came
thousands of them under slavery.
They arrived in convoys, directly
from the docks in Santos, Salvador or
Rio de Janeiro… (Baiocchi, 2013, p.
33-34).
According to Costa:
“In the Cavalcante history it is
registered that in the gold mines, in the
village where Saint Felix is grounded,
there were over 9 thousand people working
around year 1722. The black people who
ran away from the coast and Cavalcante’s
center hid themselves in the valleys of
Vale do Paranã’s mountains, a true African
territory with climate, fauna and flora
appropriated to the Kalunga people who
survived hidden for over 190 years without
any civilization contact. What we know is
that this area we are occupying for over
300 years was only recognized in 1991 by
the State of Goiás’ government as Kalunga
historic site and cultural heritage, which is
also part of the Brazilian historic and
cultural heritage”. (Costa, 2013, p. 15).
Cavalcante spent years building up
its existence and survival thanks to the
great amount of gold existing in its soil.
The golden ore is responsible for the
population of the region as well as it forced
part of the population to seek shelter away
from the mines. During the heyday of the
mining resources exploration throughout
the colonizing process the black slaved
people ran away to the mines, to the vãos
(popular name given to one of the region’s
landform, characterized by the literature as
“valley”). Costa points out:
It was in 1722, when Bartolomeu
Bueno, the Anhanguera, and João da
Silva Ortiz closed the Bandeirante’s
iv
cycle, with the Brazilian central lands
occupation – which originated the
State of Goiás, during the Gold Rush.
Used as slave labor, the black people
were overwhelmed by the submission
and the punishments suffered in the
exploration of the Goiás’ mines.
Many escaped, hiding in the forests,
in mountain areas, in very difficult
access locations. From that point on
the quilombo started existing, in the
city of Cavalcante, in the region
known as Morro do Chapéu
(nowadays the city of Monte Alegre),
originating then the Kalunga people
in those regions. (Costa, 2013, p. 14).
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
8
Cavalcante and its surroundings
carry a history entirely forged by struggle
and resistance from the people that used to
live and people that now lives in it. Besides
the black slaved people, the northern
region was inhabited by indigenous which
were also colonizer’s victims that were
massacred, with part of their population
extinguished.
Linked with a history of exploration
and pulling out of the natural resources,
Cavalcante now occupies approximately
60% of the the Chapada dos Veadeiros
National Park’s total area, with a huge
biodiversity that remains preserved. But
the region is still under a despoiling
system, facing an extensive growth of the
mining company’s activities.
The quilombos’ organization varies
depending on the region and historical
time. With some organizational structures
from the past still remaining, like the
community fields, the quilombos are
currently differently organized. In that
sense, regarding the population centers and
the habitation sites, we fall back on the
Brasil’s (2001) assertion:
There are four main population
centers in this territory: the Contenda
and the Vão do Kalunga region, the
Vão de Almas, the Vão do Moleque
and the former Ribeirão dos Negros,
later renamed Ribeirão dos Bois.
That´s how the inhabitants identify
themselves when asked where they
are from: from Vão de Almas, from
Contenda, from Moleque … But they
don’t always speak only about these
centers to tell where they live. They
speak about the small locations
within those larger ones, because
there is where they really live in.
They speak about places named
Riachão, Sucuri, Tinguizal, Saco
Grande, Volta do Canto, Olho
d'Água, Ema, Taboca, Córrego
Fundo, Terra Vermelha, Lagoa,
Porcos, Brejão, Fazendinha, Vargem
Grande, Engenho, Funil, Capela and
dozens of other names. (Brasil, 2001,
p. 30).
The Kalunga quilombola territory is
nowadays managed by community
associations that legally represent the
community and the territory before many
institutions, e.g. the State. “The Decree No.
4887 from 2003, in its article 17,
determines that the land will be recognized
and registered through the collective
ownership certificate presentation to the
communities, which will be represented by
their legally constituted associations”.
(Bedeschi, 2008, p. 27).
After the obligation determined on
the above mentioned decree, many further
associations were constituted within the
territory: Povo da Terra Association
(deactivated) and Quilombola Kalunga
Association (AQK), presently the main
association of the territory, which is
considered the mother association by the
community it represents, the city it’s in and
by its role in specific agendas such as the
Quilombola Women Association.
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
9
With the exponential increase of
quilombola students into the LEdoC at
UnB, a debate came to surface about the
demand to create a specific association,
inspired by the Peasant Education
Committees functioning in some cities of
Mato Grosso state, in regions with high
density of agrarian reform settlements.
In this regard, a debate about the
creation of a peasant education committee
in the territory begun, but due to the
demand and the increase of students
entering the program between 2009 and
2010, it was understood that the research
committee would be a small organization,
therefore it was decided for the creation of
the Peasant Education Association of the
Kalunga Territory and Rural Communities:
Education, People, Land, Countryside
(Epotecampo) representing the cities of
Cavalcante, Teresina de Goiás and Monte
Alegre.
The Epotecampo was founded as
civil association, non-profit, with
undetermined duration, established in
2012. Amongst the association’s main
objectives there are: to contribute to a wide
integration, union and mutual
companionship between the learners and
educators and the associated communities;
to promote, participate and organize
cultural and social actions, being the
surplus reversed in benefits to the students,
educators and general associates, bringing
unicity to its action, in the sense of
resolving common problems; to manage
the association’s goods and assets with the
goal of easing their access by the
associates, learners and educators from the
Kalunga Territory, rural communities and
people related to these communities; to
establish contracts with the local, state and
federal governments and public, private,
national and international institutions, with
the purpose of arranging deals to the
economic, social and cultural strengthening
and development; to oversee all the
resources sent to the territory and rural
communities; to promote, support,
program, monitor, oversee and evaluate
federal, state and local government’s
actions and constructions, as well as from
private organizations and civil society in
each area of jurisdiction; to analyze,
participate and elaborate educational,
environmental and cultural projects to the
Kalunga Territory and the rural
communities; to represent the learners,
educators and inhabitants before the
teaching institutions; to propose to the City
Counsil
v
bills based on the collective
interests; to provide an atmosphere for
interaction, debate, discussion and
collective participation between the
associates, institutions and community
members; to monitor, oversee and evaluate
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
10
projects developed in the Kalunga territory
and in the rural communities within the
cities.
Nowadays, the Epotecampo is, for
the Kalunga Territory and the rural
communities, an instrument of political
and cultural learning process. It enables the
possibility to develop debates about the
political context and other topics with the
schools and communities strengthening
their bond with the territory, through
seminars; theater plays; and documentary
presentations followed by debates.
A larger presence of quilombola
students in Brazilian universities and
federal higher educational institutes
contested the fear of many regarding the
conditions under which the researchers put
the families and communities as research
subjects by the student researchers,
knowing that they started acting as
academic knowledge makers, in alignment
with the condition of traditional
community knowledge keepers and
producers in many areas like
agroecological production, culture, health,
religiousness, etc. That state of knowledge
producers might be verified through the list
of monographs’ titles, presented by the
quilombola students as a requirement to
receive the LEdoC degree title (chart 1).
Chart 1 – Monographs defended by quilombola students in the Degree in Rural Education..
Authorship
Class
Present
ation
Title
Tutored by
Alexandrina
Ferreira da Silva
3
2013.2
The active voice under functionalism in the news
genre produced by 7
th
grade Kalunga learners
from Santo Antonio School / Part of the Elias
Jorge Cheim State School in Vão de Almas/GO.
Roberta Rocha
Ribeiro and Ana
Cristina de
Araujo
Ana Lina dos
Santos Silva
5
2015.2
Linguistic variations of Tinguizal Community,
City of Monte Alegre de Goiás
Rosineide Magalhães
and
Ana Cristina de
Araujo
Ana Paula Lopes
de Almeida
6
2016.2
The Literacy Practices in the Tinguizal Extension
Kalunga II Municipal School: ethnographic case
study
Rosineide Magalhães
and
Ana Cristina de
Araujo
Cássia Pereira
Marinho
5
2015.2
Kalunga midwifes’ Knowledge and Practices
from Diadema and Ribeirão dos Bois, Teresina –
GO
Regina Coelly
Fernandes Saraiva
Catia Regina
Rosa Fernandes
5
2015.2
The Teaching Degree in Peasant Education and
the Portuguese Language Teacher’s Training
Professor Eliene
Novaes Rocha
Cristiane do
Nascimento
5
2015.2
The Midfwifes’ Traditional Knowledge : A study
in the EMA Kalunga Community, Teresina – GO
Lívia Penna Firme
Rodrigues
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
11
Borges da Costa
Cleonice Cesário
de Torres
2
2014.2
Linguistic analysis of medicinal plants used in
Kalunga Community Engenho II City of
Cavalcante – GO
Djiby Mané
DiraniceCesario
dos Santos
5
2015.2
Kalunga Quilombola Midwife’s Tradition,
Memory and Identity from Engenho II: A study
in the context of Peasant Education
Severina Alves de
Almeida
Dirany Nunes do
Prado
5
2016.2
The linguistic variations in the Portuguese
Language teaching to the 9th grade at the Irany
Nunes do Prado State School in Prata
Community, Monte Alegre (GO): A Case Study
Severina Alves de
Almeida
Dulcimar
Carvalho dos
Santos
5
2015.2
Early Childhood Literacy of quilombola
children: An exploratory study at the Maiadinha
Kalunga Community’s Peasant School in Vão do
Moleque
Severina Alves de
Almeida
Elizangela
Santana dos
Santos
6
2016.2
Graciliano Ramos’ role in the development of
the literary realism: analysis of the tale “Um
Ladrão"
Bernard Herman
Hess
Eriene dos Santos
Rosa
5
2016.1
Study about the Plan of Creation of a Document
and Memory Center at the Kalunga Community
Engenho II’s school
Jair Reck
Erildo Fernandes
de Souza
5
2015.2
Speech Genre Folia de Reis, bringing up cultures
and identities in the Kalunga Community Vão de
Almas
Rosineide Magalhães
de Sousa
Erotildes dos
Santos Rosa
4
2014.2
The habits and traditions of Community Vão de
Almas, Cavalcante – GO
Rosineide Magalhães
de Sousa
Esterina Pereira
Dias
5
2015.2
Linguistic Variations Analysis in the Kalunga
Community Vão de Almas
Djiby Mané
Genildo
Fernandes
Gonçalves
5
2015.2
Linguistic Variations of Kalunga Community
Vão de Almas: A Study in the Context of
Fazenda Coco
Rosineide Magalhães
and Severina de
Almeida
Halanna Ferreira
da Silva
5
2015.2
Kalunga Girls’ Sexual Abuse
Joelma Rodrigues da
Silva
João Francisco
Maia
3
2014.2
History and Memory in the Kalunga Community
Engenho II
Elisângela Nunes
Pereira
Josina Pereira da
Silva
3
2014.2
The Kalunga Fables in the Community Vão de
Almas: a case study in the Dona Joana Pereira
das Virgens School
Rosineide Magalhães
de Sousa
Lerecy dos Santos
Rosa
5
2015.2
Children Literacy Process Analysis in the
Kalunga Community Engenho II
Djiby Mané
Lorrani dias dos
Santos
3
2014.2
Art as pedagogical mediation in the ethnic-racial
consciousness formation
Rafael Litvin Villas
Bôas
Lourdes
Fernandes Souza
3
2014.2
Literacy and life history: the memories of
Procópia dos Santos Rosa from the Kalunga
Community Riachão, Monte Alegre – GO
Rosineide Magalhães
de Sousa
Luana dos Santos
Rosa
5
2015.2
Prayers and Blessings in the perspective of
Kalunga Community Engenho II’s youth
Jair Reck
Luciana Ferreira da
Silva
4
2016.2
The analphabetism and its main consequences to
the life of a peasant individual: A study in the
Community Beira do Sucuri
João Batista de
Queiroz
Lurdes Edeltrudes
da Silva
5
2015.2
School evasion among Kalunga Diadema Youth,
Teresina - GO: Overcoming possibilities
Regina Coelly
Fernandes Saraiva
Maria Aparecida
Paulino dos
Santos
5
2015.2
The Medicinal Plants’ Traditional Knowledge
and the Peasant School in Engenho II,
Cavalcante – GO
Regina Coelly
Fernandes Saraiva
Maria Divina
Farias dos Santos
5
2015.2
Myths and Legends in the Diadema Community,
Teresina - GO: Notes about the work with the 2
nd
Regina Coelly
Fernandes Saraiva
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
12
grade at the Peasant School in Portuguese
Language
Maria Helena
Serafim
Rodrigues
6
2016.2
Orality and Literacy in a Social Inclusion
Perspective of the Kalunga People
Rosineide Magalhães
de Sousa
Maria Lucia Jose
de Sousa
4
2014.2
Cultural practices in the communities Diadema
and Ribeirão dos Bois
Eliene Novaes Rocha
Maria Nilza
Pereira Noleto
5
2015.2
The Cultural and Religious Strengthening of the
São João Festivity in Cavalcante – GO
Djiby Mané
Maria Pereira dos
Santos
5
2015.2
The Parent’s Involvement in their Children’s
School Lives: a Study in the Context of the Santo
Antônio Scholl in Vão de Almas – GO
Roberta Rocha
Ribeiro and
Ana Cristina de
Araujo
Niecia Pereira dos
Santos
5
2015.2
Kalunga Midwifes’ Memories in the Peasant
School in Vão de Almas, Cavalcante – GO
Regina Coelly
Fernandes Saraiva
Nilça Fernandes
Maia
3
2013.2
São Gonçalo Pilgrimage: Festivity and tradition
in the Vão do Moleque Community, Cavalcante
– GO
Regina Coelly
Fernandes Saraiva
Raquel Costa
Oliveira
5
2016.2
Research-Action and the Textual Genres for the
Development of Reading and Writing
Rosineide Magalhães
de Sousa
Reinaldo dos
Anjos Sousa
2
2013.1
Textual genres and teaching: literacy practices
used to teach Portuguese language by the
teachers in the Nossa Senhora Aparecida School
(Kalunga Community do Prata – City of
Cavalcante - GO)
Rosineide Magalhães
de Sousa
Renivan José de
Torres
5
2015.2
Peasant Education and Quilombola Education:
Culture and traditional Knowledges in the
Kalunga Community Vão do Moleque
Severina Alves de
Almeida
Romes dos Santos
Rosa
5
2015.2
The agricultural production in the Kalunga
Community Vão de Almas: a case study
Severina Alves de
Almeida
Sideni Cesário de
Torres
4
2014.2
Documentaries in the Kalunga territory: analysis
of the movies “Entre vãos” and “Império e suas
raízes”
Felipe Canova
Gonçalves
Adao Fernandes
da Cunha
5
2015.2
Environmental Sustainability in the Kalunga
Community Vão de Almas: A research in the
ecolinguistic perspective
Rosineide Magalhães
and Ana Cristina de
Araújo
Aneli Soares da
Silva
3
2013.2
Use of cerrado medicinal plants in the Kalunga
Community, Ribeirao dos Bois, Teresina – GO
Regina Coelly
Saraiva
Celuta dos Santos
Rosa Moreira
5
2015.2
Prayers and folk healers: contributions of the
traditional Kalunga knowledges for the peasant
education
Severina Alves de
Almeida
Dinolau da Silva
Rosa
4
2014.2
The popular knowledge of the Kalunga
Community Saco Grande and the use of
medicinal plants
Jair Reck
Erivelton Diogo
Carneiro
6
2016.2
Knowledge-Producing the Kalunga Manioc
Flour in Vão de Almas and the Peasant School
Regina Coelly
Fernandes Saraiva
Hérika Barbosa
Nascimento
6
2017.1
Inclusion of quilombola communities’ students
in a urban school: status and challenges
Eliene Novaes Rocha
Iron Moreira Dias
5
2015.2
A proposal of experimental scripts for the
chemistry teaching in high school’s first grade in
the Peasant School
Priscilla Coppola de
Souza Rodrigues
Joelice Francisco
Maia
3
2013.2
Individual density of Xylopiaaromatica (macaco
pepper) in an area in the Kalunga community
Engenho II, Cavalcante, Goiás
Tamiel Khan
Baiocchi Jacobson
Lucinéia José de
Souza
5
2015.2
The investigation of the knowledge and use of
medicinal plants in the region of Prata District,
city of Monte Alegre de Goiás – GO
Priscilla Coppola
Maria da Silva
5
2015.2
Medicinal Plants: Knowledge and Use in the
Regina Coelly
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
13
Source: Epotecampo archive.
That process of being protagonists in
the knowledge production process and the
interchange established between
quilombola organizations and peasant
social movements had, until now, positive
outcome in the territory as new
organizational structures were created, like
the Epotecampo and the quilombola and
community students’ theater groups.
The territory is considered by
Baiocchi (2013) as privileged, regarding
the fullness of natural resources, and due to
Santos
Peasant School in Tinguizal Community, Monte
Alegre – GO
Fernandes Saraiva
Nuria Renata
Alves Nascimento
2
2013.1
Memories of pedagogical practice:
autobiography of an educator in learning process
Eliete Ávila Wolff
Rosilda Alves
Coutinho
5
2015.2
Myths and Legends and the Interdisciplinary
Work Possibilities in the School of São José
Community
Regina Coelly
Fernandes Saraiva
Valdir Fernandes
da Cunha
5
2015.2
Games in the Chemistry Teaching for Peasant
Education: Project for a bingo to approach the
periodic table
Priscilla Coppola
Vanessa da Silva
Malta
5
2015.2
The experimentation in the chemistry teaching
for the Peasant Education
Priscilla Coppola
Vilmar Souza
Costa
2
2013.2
The struggle for territory: histories and memories
of the Kalunga people
Luis Antonio
Pasquetti
Wanderleia
Santos Rosa
3
2013.2
Prayers, Folk Healers and the Youth in the Vão
de Almas Community, Cavalcante – GO
Regina Coelly
Fernandes Saraiva
Ludmila dos
Santos Aguiar
2
2014.1
Introduction to cultural knowledge as new
teaching tools in the school of Kalunga
Community Engenho II
Dibjy Mané
Edineia
Gonçalves de
Brito
6
2016.2
Literacy and social inclusion: educational actions
in High School in State School Elias Jorge
Cheim – Cavalcante – GO
Professor Rosineide
Magalhães
Maria Lúcia
Martins Gudinho
6
2017.2
The São Sebastião folia in São José in village
Cavalcante – Goiás: an experience in Multiple
Literacies
Rosineide Magalhães
and
Felipe Canova
Reinaldo dos
Santos Rosa
6
Use of alternative resources in Chemistry
experiments in the first high school grade in a
Vão de Almas Community’s school
Priscila Copolla
Danilo Antonio
Ferreira
6
Familiar agriculture in the Vão do Moleque
community with emphasis in food sovereignty
Jair Reck
Eva Santana
Alves Borges
8
2018.2
The influence of working in the education level
of black women in city of Cavalcante – Goiás.
Joelma Rodrigues da
Silva
Luan Ramos
Gouveia
8
2018.2
Organizational challenges of the quilombola
resistance
Rafael Litvin Villas
Bôas
Cassiana Rosa
dos Santos
8
2018.2
Theater and racial issue: experience in
development with the group Backlands’s Voices
Fighting for Transformation (VSLT)
Rafael Litvin Villas
Bôas
Raiane Gonçalves
dos Santos
8
2018.2
Political theater as emancipatory struggle of the
traditional communities
Rafael Litvin Villas
Bôas
Merquides
Francisco Maia
8
2018.2
History and memory: the native seed
preservation (or local seeds) in the Kalunga
territory (Engenho II Community) – Cavalcante
– GO
Luis Antonio
Pasquetti
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
14
its wealth it is in dispute by the capitalist
mode of production. According to Gouveia
(2018), the territory suffers with farmers,
grileiros
vi
, the agribusiness and mining
companies’ advances motivated by the
interest in hijacking the natural wealth. The
reality of confrontations between the
community organizations and the mining
companies and farmers, among others, for
defending the territory is historic and has
been going on since the establishing of the
quilombo until current days.
Struggling against the capital that
disputes the territory is nowadays made by
community groups such as the community
associations, especially the Kalunga
Quilombo Association (AQK); the theater
groups Arte Kalunga MATEC and
Backlands’s Voices Fighting for
Transformation (VSLT); the associations;
and in an yet slight way the Movement for
Popular Sovereignty in Mining (MAM).
The federal universities in Brasília
(UnB), Goiás (UFG) and Tocantins (UFT)
have been teaching quilombola students
that give the community back, at least in
part, by contributing in the organizational
processes. It’s important to highlight the
part of the Teaching Degree Program in
Peasant Education that educates teachers,
school managers and community managers
with an interdisciplinary method. The
degree, besides training per subject area,
it’s also in management of pedagogical
processes.
The political parties are significant
forces in the cities of Cavalcante, Teresina
de Goiás and Monte Alegre. However,
they are not mobilizing forces, but they get
together and agitate in electoral campaigns
causing fragmentation within the
communities and between the leaderships.
The main party in the cities of Cavalcante
and Teresina de Goiás is the Brazilian
Social Democracy Party (PSDB) that, very
often, has the mayor as main
representatives of the cities. In Monte
Alegre the Republican Party (PR) has the
largest representation.
There is a great potential for the
organized groups in the territory to
establish a more integrated relation, that
means, that they improve the articulation
between the associations, the theater
groups and the social movements. In
accordance with statements, one of the
limits to be overcome is the non-
mobilizing aspect of the associations,
which means that there is still space for the
population to be part of these organizations
that connect the communities with the
cities, in the same political alignment
respecting each community’s specific
demands and agendas.
The associativist type of organization
guarantees both the interlocution between
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
15
all the communities through the survey and
forwarding of the pragmatic demands as
well it hardens more horizontal ways of
popular participation due to the
presidentialist organization type predicted
in the statute, which results in the leaders’
personification of the interlocution.
Through the surveys’ analysis in a
monograph, Gouveia (2018) assemble the
statements made by the interviewed about
the adversities that the associations face to
get more unified, to draw a common
political line and a more engaged
articulation between them. It also concerns
itself with the association’s structure. In
that regard, Gouveia wrote according to
Rosiene’s statement, a quilombola tourism
master student at University of Brasilia
(UnB):
However, that is a central matter.
Rosiene argues, when asked, that the
association structure limits the
community’s participation, allowing
only the representative’s
participation. Through the
establishment of a specific
association in each community, a
representative instrument for this
group is established. If the
community is not aligned with the
others in the territory a division is
settled. (Gouveia, 2018, p. 118).
On the other hand, the associations
have strategic responsibilities such as the
projects’ implementation that aim the
quilombola families lives’ improvement.
The struggle for territory is another front to
the associations to handle daily, mainly the
AQK, responsible for the entire territory’s
representation, facing the threats within the
territory and making the legal struggle,
which has been advancing in the process of
quilombola boundary delimitation by the
state: 256 thousand hectares have been
currently delimitated.
The LEdoC Community Time in the
Kalunga Territory
The Kalunga Territory’s monitoring
by the program’s professors and students,
which include the cities of Cavalcante,
Teresina de Goiás and Monte Alegre
constantly faces different kinds of
situations. Cavalcante, e.g, has in local
scale the elements of Brazilian structured
inequality, like racism, income
concentration and gender violence.
Although it is a territory rich in minerals,
water resources, fauna and flora, it has one
of the lowest Human Development Index
(HDI) amongst the Brazilian cities (0,584,
in 2010). Although it is the city that holds,
in one of its districts, the largest part of the
254 thousand hectares size Kaluga
quilombo, the largest in Brazil, that doesn’t
result in effective presence of its
inhabitants in political office and in the
racial consciousness of the majority of the
population.
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
16
However, that is a reality that has
been altered rapidly: at the end of 2018 the
city held the first quilombola university
students’ meeting; the community
associations are in growing speed level of
organization and participation; the
presence of community theater and
audiovisual groups; and the Kalunga
traditional culture manifestations are
expanding and the number of Kalunga
quilombola teachers who graduated at
UnB, UFG, UFT, IFG and UEG programs
grows in exponential scale. The local
public power, by recognizing this growth,
keeps an Universidade Aberta do Brasil’s
campus opened to host courses and
seminars organized by the universities,
which enlarges the possibility of training
and developing direct activities with the
communities, articulating the dimensions
of teaching, researching and extension in
the territory.
Since UnB understands the
importance of the Community Time
experience, through the Teaching Degree
Program in Peasant Education, it has been
organizing a series of Community Time
seminars, since 2009, involving the
regions’ students who study at the program
as well as the quilombola communities
where the students live in.
In 2014, for example, the
Community Time seminar took place in
the Diadema community, in the city of
Teresina de Goiás (GO). It was the 1st
Kalunga Territory and Peasant
Communities’ Research Summit,
consequence of a wide and inclusive
articulation between the University of
Brasília (UnB) – represented by the
Teaching Degree Program in Peasant
Education (LEdoC); the Institutional
Graduation Scholarship Program for
Beginning Teachers (PIBID) Diversity
group (UnB); the Transdisciplinary Center
for Peasant Education and Rural
Development (CTEC); the Agrarian
Residency Post-graduation program from
UnB - Planaltina campus; the Mode of
Production and Social Antagonisms’
Research Group; the Epotecampo; and the
Kalunga Quilombo Association (AQK).
The summit had the support and
partnership from the Secretariat for
Continued Education, Alfabetization,
Diversity and Inclusion (SECADI) of the
Ministry of Education (MEC), the National
Council for Scientific and Technological
Development (CNPq) and the National
Education Program for Agrarian Reform
(PRONERA/INCRA/MDA).
The event was concerned with
setting up meetings between researchers,
students, teachers and militants that act on
and/or research subjects related to the
Quilombola Territory of the Kalunga
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
17
people and nearby Peasant Communities,
to present and discuss their researches in
order to strengthen the bonds of work,
academic and social collaboration between
Epotecampo and universities that develop
teaching, research and extension in this
subject; building up a common research
calendar compatible with the demands
presented by the Kalunga Territory’s
communities and peasant communities
through their organizations – the
Epotecampo and the Kalunga Quilombo
Association; coordinating the ongoing
research projects in the universities acting
on the Kalunga Territory (UnB, UFG,
UFT, UEG, among others); extending the
quilombola students’ and researchers’ role
as leading figures in the knowledge
development about their history and
territory.
The summit gathered around 70
people and had 14 oral presentations,
divided in 4 main topics: Education and
Infrastructure; Communication and
Languages; Culture, Memory, Gender and
Racial Issue; Environment; and Health.
The work was collective the entire time.
An expanded meeting took place one day
before the last summit day, with over 20
people attending, among educators,
learners, community leaders, researchers
and militants, with the purpose of creating
a preliminary report with the
systematization proposal based on the
subsidies from workgroups as well as
proposals to the development of a common
research calendar of interest and demand
of the Kalunga Territory and peasant
communities. On the last day, this
document was fully presented to all
attending the summit. After reading each
item, there was an opened discussion to
debate and suggest alterations to the text.
The Research Calendar proposition shows
the deepened debated topics at the 1
st
Kalunga Territory and Rural Communities’
Research Summit. An important set of
documents was collectively created,
aiming to contribute to the stimulation and
strengthening of the peasant and
quilombola researchers’ education, as well
as to the work of educators and learners,
students, militants and further researchers
compromised with a responsible,
transparent and democratic knowledge
development.
In February 2017 the seminar took
place at Casa Kalunga (Kalunga’s house),
city of Cavalcante (GO), in partnership
with Epotecampo, Kalunga Quilombo
Association (AQK), Cavalcante Kalunga
Association (AKC), Community of
Engenho II Kalunga Association,
Movement for Popular Sovereignty in
Mining (MAM) and the Agrarian
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
18
Residency Post-graduation program’s
Kalunga Territory Group (RAJ).
The seminar gathered students,
teachers and militants that act in the
Kalunga Territory, debated topics
demanded by the territory in discussion
tables with specialists as guests; debated
further the topics raised during classes and
organized themed workshops by subject
areas. With approximately 60 people
attending, the seminar had 3 themed
conferences: the first one, at the seminar’s
opening, presented the debate about the
External Debt Audit and community
organization; the second was about
feminism and the racial/quilombola issue;
and the third was about the mining issue in
Brazil and around the territory.
Always integrated with cultural
activities, the schedule embraced meeting
with the local partner associations and
workshops by subject area. The workshops
took place simultaneously and, in the case
of the Languages, the students were
separated in two groups: Literature and
Theater/Audiovisual. In the Natural
Sciences and Mathematics subject areas
the activity was integrated and all students
of that subject degree were together.
The Literature group was at the Casa
Kalunga together with the RAJ youth and
developed class activities and reading
circle; the Theater group did a workshop,
rehearsal and creation of Forum Theater
scenes about domestic violence, which was
presented at the cultural evening. The
subject area Natural Sciences and
Mathematics group went to fieldwork to
apply the concepts of physics, chemistry,
mathematics and geosciences in two main
places: the first along a creek (Lavapés)
close to the city’s center and the second on
a former gold mining site that was for
many years active in the city center.
Organized in partnership with AQK,
AKC, Epotecampo, MAM and RAJ, the
seminar is a result of a long permanent and
horizontal dialogue between LEdoC/UnB
and the popular organizations: the
communities’ and territories’ demands are
not only research subject to the university,
or class topic in the Planaltina campus,
they are concrete problems that demand
thinking about which strategies and tactics
are needed to be mobilized to face them.
According to statements made by
community leaders during that seminar, the
quilombola Kalunga territory is currently
threatened by three fronts: agribusiness,
hidrobusiness and mining. The
agribusiness has been draining the rivers’
waters that run by the quilombo, drying
some of them, causing serious survival and
planting difficulties to the affected
communities. The hidrobusiness threatens
to build a Small Hydro Station and
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
19
negotiates its implementation without the
Kalunga community knowing about the
harmful consequences to the environment
and the ongoing administrative process
through the licensing and regulation public
offices. More than 120 families will have
to be removed if the process goes forward.
As third threat, the mining, that through
underground mapping researches has been
motivating small, medium and large sized
mining companies to return to the region.
According to local leaders there is a
disinformation about the destructive
consequences of mining commercially and
inconsequently explored. The discourse is
that this mode of production increases
employment and income in the city it’s
built in. It’s also seductive to local
politicians and might be used in continuous
ways against those who question the return
of mining companies to the region, as a
common practice of the capital
domination.
This seminar had during three of four
activities’ periods the presentation of
scenes and theater plays by three different
groups: the local group Backlands’s Voices
Fighting for Transformation (VSLT)
(VSLT), formed by LEdoC students that
live in Cavalcante and Teresina de Goiás,
presented a play about the way mining
companies approach, the tactics of
learders’ and communities’ seduction and
cooptation; a cast formed by students of
the School of Public Theater and Popular
Video (ETPVP), from the Federal District
(DF), presented a scene of Forum Theater
about racism; and Coletivo Fuzuê, formed
by students of professors of the Federal
University of São João del Rei (UFSJ),
presented a play resulted from a theoretical
and scenic research about slavery and its
relation to the contemporary racism
approaching, in critical key, the
meritocracy discourse contrary to the
affirmative actions to afro descendants that
is allowing a larger access of black women
and men to the public Brazilian
universities. In the three cases the theater
production was directly connected to the
problems debated during the seminar, not
only illustrating them, but investigating the
complex articulations between culture and
politics, the mechanisms of domination,
the naturalization dynamics of oppression
and exploitation.
In 2018, the Time Community
seminar was organized by UnB LEdoC, the
Extension Programs Kalunga Territory and
Terra em Cena and by the associations:
Epotecampo, AQK and AKC. Attending as
guests: UFPI’s Group Cenas Camponesas;
School of Public Theater and Popular
Video (ETPVP); UnB Extension Pro-
Rectory and University of Brasilia
Professor Association (ADUnB);
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
20
Extension Direction of the UnB’s Institute
of International Relations (IREL-UnB);
Cia Burlesca; LEdoC UFG and UFT;
extension Project Escolas nas Estrelas; and
Seismologic Observatory (IG-UnB).
The event had as goals: to continue
the articulations and agreements made at
the 1
st
Kalunga Territory and Rural
Communities’ Research Summit; to share
the researches developed and in progress
according to the five thematic axis
(Society, Environment and Science
Teaching; Culture and Communication;
Resistance and Social Organization;
Gender and Racial Issue); to consolidate
the common research calendar of the
Kalunga Territory and the Research
Committee; to share the cultural
production of the theater and audiovisual
languages from the LEdoC students and
the community groups; to strengthen the
bond between the territory’s Peasant and
Quilombola Schools guarantying the
participation of school community‘s
representatives.
The seminar had many presentations
of scenes, theater and audiovisual plays by
four different groups: Backlands’s Voices
Fighting for Transformation (VSLT),
presenting a play about mining; another
local group, formed by Comunidade do
Engenho II’s youth named Arte Kalunga
Matec, presented a play about the history
of Kalunga people’s development and their
ancestors’ struggle for freedom; the Group
Cenas Camponesas, formed by students
and professors from the Federal University
of Piauí (UFPI), presented a play
addressing the digital land grilagem topic,
one of the main current agribusiness
strategy to expel peasants from their lands;
and the Cia Burlesca with the play “O
longe” which is based on the tale “The
Ultimate Safari” by Nadine Gordimer. The
play tells the story of the surviving part of
a Mozambique family that has their escape
to a refugee camp narrated by the
perspective of two girls. With this work,
Cia Burlesca puts at stake the black
diaspora, the impact of forced migration
upon the families and captivates the viewer
by presenting, from the point of view of
two feminine child characters, the capacity
of resistance through fable making and
imagination.
Some of the main challenges related
to the work with schools is the difficulty of
gathering the school representatives in
those seminars, due to the distant locations
of these schools, busy schedules, among
others reasons. The opening conference
had as topic the advances and challenges of
working with quilombola schools:
experiences’ socialization.
Moving forward with the TC cycles,
another seminar took place, between
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
21
February 21
st
and 24
th
2019, in partnership
with the Kalunga territory’s quilombola
associations – Epotecampo, Kalunga
Quilombo Association (AQK) and
Cavalcante Kalunga Association (AKC).
For the second time the seminar derive
from two alternation courses: the LEdoC
and the School of Public Theater and
Popular Video (ETPVP-DF).
In the conjuncture analysis’
conference, the UnB Planaltina Campus’
director professor Dr. Marcelo Bizerril,
pondered on the potentialities of
alternation for accessing higher education:
“The universities are trying to act on local
development in different regions of the
country, but I believe that the new
campuses are the ones with a larger
contribution in broaden the ramifications
and insertion of the universities in the
communities. In our case, the alternation
creates the possibility of the individuals
from the communities to be at the
university and expand the impact of the
university’s actions in the territories, in the
local and human development”.
The conjuncture analysis
conference had also the presence of
community leaders from quilombola
associations, many of whom teachers
graduated in UnB’s Teaching Degree
Program in Peasant Education like Maria
Lucia Gudinho, current president of the
Epotecampo, that reported the expansion
of the quilombo’s social organization
through the partnerships with the
universities and informed the intention to
build a Popular School in the Kalunga
Territory, in which partnerships with
universities and institutes can be assembled
and articulated so that the research and
extension teams may develop projects with
the Kalunga quilombola communities,
aiming environmental preservation;
economic development; and social and
cultural organization strengthening.
In agreement with the theater groups’
decision, we decided it would be
interesting to present theater plays in open
city sites instead of where the seminar,
workshops and labs were held. In that way,
the Coletivo Fuzuê’s plays were presented
in the Forum Square (Confere experiment)
and at the Farmer’s Market, the play by
Backlands’s Voices Fighting for
Transformation (VSLT) was presented in
the Spring Square, in Vila neighborhood.
According to Raiane Gonçalves –
Graduated in the 8
th
class of UnB’s
Teaching Degree Program in Peasant
Education named “Ganga Zumba”,
member of the VSLT group and author of
the monograph entitled “Political theater as
emancipatory struggle of the traditional
communities” – the city audience
complimented the three plays and many
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
22
people started to look for the VSLT,
interested in being part of the group. There
are reports from people that changed their
minds about the mining after watching the
play; “If there’s so much wealth, why are
we poor”? tells Raiane.
During the last day a guided activity
took place through mining areas in the
region. The visit begun at Penery Gold
Mining’s (currently inactive) property,
which belongs to this company since 1998.
However, the mining history within the
area dates back to 1740, when the gold
artisanal extraction begun in the region.
From 1970 on the region begun to be
explored by underground artisanal mining
and in the 1980’s private companies started
controlling the area through mining
concessions and the galleries’ depths went
down to 70 meters (Machado, 2008). The
Buraco de Ouro mine’s gold ore is
associated to the silver mineralization and
platinum group elements (used, mainly, in
automotive industry,
chemical/petrochemical industry, jewelry
industry, glass industry, odontology and
medicine material industries). According to
Machado (2008) Buraco de Ouro is how
the area is known and that is where
researchers from the Geosciences Institute
from University of Brasília (Botelho et al.,
2006) identified a mineral with unique
occurrence in the world, named
Kalungaíta. During the visit, the history of
the mine was told as well as the main
events that happened in the mining area
(from extraction to processing) and the
risks and impacts the city of Cavalcante is
exposed to. We also visited the manganese
ore storage and crushing, exploring the
mining areas in operation located next to
the Kalunga quilombola territory, using the
roads that connects the city with some of
the territories’ communities, deteriorating
the roads, as it was possible to witness on
our way to Engenho II community.
In the end of our visit the group
visited the Engenho II community, got to
know the Capivara waterfall and watched a
brief community presentation about the
school and the tourism activities the
inhabitants manage around the quilombo.
Final considerations
The Community Time’s activities
developed continuously during the last
decade in the Kalunga Territory region
gave the community a series of advances in
the strengthening process of education,
training and social organization of the rural
and quilombola population of the region.
That can be proven, e.g. by the
positioning of graduated students from
UnB LEdoC in presidency, vice-
presidency and general secretariat
positions in the main organizations of the
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
23
territory. Currently, AQK, AKC and
Epotecampo have in their presidencies
former students from UnB. That also
affects the expansion of youth participation
in the communities’ decision making.
Other factor associated with the
participation of the younger is the increase
of women in leading positions within the
popular organizations, which is
simultaneous with the debate held, in many
courses of the Teaching Degree Program in
Peasant Education, about the dynamics of
patriarchy in Brazilian society and its
consequences, as well as the study of
feminist movements’ history, methods and
agenda.
The theater groups have educating
and organizational duties in the
communities. The methodologies used by
the groups attempt to: inform, educate,
organize and articulate. I.e. they are groups
with cultural and political strength that
have some influence in the communities’
issues, considering that the topics
presented in the scenes are extracted from
the reality of the communities, e.g. the paly
“If there’s so much wealth, why are we
poor?” which discusses the
socioenvironmental impacts of the mining
process inside the quilombola territory.
During the activities developed in
Community Time by the Teaching Degree
Program in Peasant Education, the debate
about mining is included in different
aspects from the perspective of informing
and discussing the pros and cons of the
activities within the community to the
didactics objective to approach the natural
sciences. Especially during two specific
Community Time’s seminars (2016 and
2019), the science teaching was led by the
understanding of nature and humans’
interaction with it from the mining
extractions’ processes.
Through field visits to the city or
within the territory, topics were raised such
as the origin of the rocks, minerals and
ores, water chemical composition, ore
extraction processes, ore distribution
infrastructure, possible environmental
impacts and many physics, chemistry and
geosciences topics related.
In an interactive, interdisciplinary
and emancipatory way, the debate
involving natural sciences, politics,
socioenvironmental conflicts, theater and
audiovisual from the mining is one of the
main community’s access based on a
critical perspective developing a rich
didactic and social mobilization
experience.
From a methodological perspective
the dynamics of the Community Time’s
seminars, with collective unit division
beginning at the action planning phase puts
the students in a protagonist process that
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
24
manifests itself in the necessary political
articulations to assure the needed
infrastructure and food, the seminar shifts’
coordination and in the cultural
intervention activities’ production.
The LEdoC professors take part
actively in the debate, but collectively and
interactively, what reorganizes the relation
between Program’s professors and
students.
In this regard, one of the historical
series’ outcomes was the educating role
that the manifestations and artistic
languages started to play, interleaved with
academic activities – illustrating and
investigating the complex articulations
between culture and politics, the
domination mechanisms, the oppression
and naturalization dynamics and the forms
of resistance to the colonial and enslaving
process and the further consequences
inherited during the republic history time.
Concerning the instructional
articulation there are many steps ahead to
strengthen the educating and social
organization experience currently ongoing.
The possibility of creating an UnB
extension center in the region might
articulate the different team extension
initiatives in different units, also involving
the infrastructure of UnB Cerrado Center
in Alto Paraíso and the Open University of
Brazil (Universidade Aberta do Brasil –
UAB) campus in Cavalcante. There is also
room to a wider articulation between the
federal universities from Brasília (UnB),
Goiás (UFG), Tocantins (UFT) and
Federal Education Institute of Goiás,
articulating the common research,
extension and teaching initiatives.
During the last Community Time
seminar in February 2019 the Epotecampo
suggested creating a Kalunga Territory
Popular School. We believe that this
initiative, together with committee
consolidation and the Kalunga territory’s
research calendar, may grant the
Epotecampo and further associations, the
centrality in a popular education, culture,
training and social organization project that
strengthens itself through the internal
demand of the communities from the
Kalunga and peasant quilombola
territories.
References
Almeida, M. G. (2015). Territórios e
Identidades dos Kalunga de Goiás. In
Almeida, M. G. (Org.). O Território e a
Comunidade Kalunga: quilombolas em
diversos olhares (pp. 45-68). Gráfica UFG,
Goiânia.
Almeida, W. P., & Santos, M. L. (2004).
História de Cavalcante. Acervo Ong Berço
das Águas, Brasília.
Baiocchi, M. N. (2013). Kalunga: Povo da
Terra. 3 ed. Goiânia: Editora UFG.
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
25
Bedeschi, L., & Zanchetta, M. I. (2008).
Cidadania quilombola. Texto de Luciana
Bedeschi. São Paulo: Instituto
Socioambiental.
Botelho, N. F., Moura, M. A., Peterson, R.
C., Stanley, C. J., & Silva, D. V. G. (2006).
Kalungaite, PdAsSe, a new platinum-group
mineral from the Buraco do Ouro gold
mine, Cavalcante, Goiás State, Brazil.
Mineralogical Magazine, 70(1), 123-130.
Doi:
https://doi.org/10.1180/002646106701031
8
Brasil. (2001). Uma história do Povo
Kalunga. Ministério da Educação e
Cultura-Mec/SEF, Brasília.
Caldart, R. S. (2012). Educação do Campo.
In Caldart, R. S., Pereira, I. B., Alentejano,
P., & Frigotto, G. (Orgs.). Dicionário da
Educação do Campo (pp. 259-267). 2. ed.
Rio de Janeiro, São Paulo: Escola
Politécnica de Saúde Joaquim Venâncio,
Expressão Popular.
Caliari. R. O., Alencar, E., Amâncio, R.
(2002). Pedagogia da Alternância e
desenvolvimento local. Lavras:
Organizações Rurais & Agroindustriais,
4(2).
Costa, V. S. (2013). A Luta pelo território:
histórias e memórias do povo Kalunga
(Trabalho de Conclusão de Curso).
Universidade de Brasília, Brasília.
Fernandes, B. M. (2009). Sobre a tipologia
de territórios. In Saquet, M. A., &
Spositos, E. S. (Orgs.). Territórios e
territorialidades: teoria, processos e
conflitos (pp. 197-215). Expressão Popular,
São Paulo.
Galli, U. (2006). A História da Mineração
em Goiás. Goiânia: Editora da UCG,
Contato Comunicação.
Goiás. (2012). História de Goiás. Goiânia,
GO. Secretaria de Estado e Cultura.
Recuperado de:
http://www.secult.go.gov.br/post/ver/1401
42/historia-de-goias. Acesso em 16
fevereiro 2015.
Gouveia, L. R. (2018). Dificuldades
organizativas da resistência quilombola
(Trabalho de Conclusão de Curso).
Universidade de Brasília, Brasília.
Machado, J. M. (2008). Depósito de Au,
Pd e Pt associado a granito, mina buraco
do ouro, cavalcante, Goiás:
caracterização e modelo da mineralização
(Dissertação de Mestrado). Universidade
de Brasília, Brasília.
Marinho, T. A. (2008). Identidade e
Territorialidade entre os Kalunga do Vão
do Moleque (Dissertação de Mestrado).
Universidade Federal de Goiás, Goiânia.
Molina, C. M., & Hage, S. M. (2016).
Riscos e potencialidades na expansão dos
cursos de licenciatura em Educação do
Campo. Revista Brasileira de Política e
Administração da Educação, 32(3). Doi:
https://doi.org/10.21573/vol32n32016.685
77.
Moura, C. (1993). Quilombos resistência
ao escravismo. 3º ed. Editora Ática S.A -
São Paulo.
i
Translated by Camila Garcias Hespanhol.
ii
Translating the term ‘Peasant Education’, from
Portuguese ‘Educação do Campo’ is rather difficult
to choose, since there is no translation according to
the understanding of the term. “Rural education”
refers to the place and Peasant Education might be
interpreted as educating peasants and not Educação
do Campo. However, until a discussion is set to
discuss the term in English, we chose “Peasant
Education” since it’s the closer one to Portuguese.
iii
TN: All abbreviations were kept in Portuguese.
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M., Gouveia, L. R., & Santos, A. L. D. (2019). Peasant Education and
Pedagogy of Alternation: UnB experience at the Kalunga’s historic site and cultural heritage...
Tocantinópolis/Brazil
v. 4
e7187
10.20873/uft.rbec.e7187
2019
ISSN: 2525-4863
26
iv
TN: Bandeirantes were Portuguese settlers that
entered the Brazilian interior lands not yet occupied
by Europeans seeking Gold or other types of natural
resources for exploration opportunities.
v
TN: City Counsil from Portuguese Câmara dos
Vereadores.
vi
TN: Grileiro, usually a large property owner, is
the name given to a person that forges property
documents to expel people from the lands they are
interested in.
Article Information
Received on July 15th, 2019
Accepted on September 30th, 2019
Published on December, 19th, 2019
Author Contributions: The author were responsible for
the designing, delineating, analyzing and interpreting the
data, production of the manuscript, critical revision of the
content and approval of the final version published.
Conflict of Interest: None reported.
Orcid
Caroline Siqueira Gomide
http://orcid.org/0000-0001-5793-0995
Rafael Litvin Villas Bôas
http://orcid.org/0000-0003-1814-710X
Maria Lúcia Martins Gudinho
http://orcid.org/0000-0002-9738-4375
Luan Ramos Gouveia
http://orcid.org/0000-0003-3073-7241
Ana Lêda Dias dos Santos
http://orcid.org/0000-0002-4044-1981
How to cite this article
APA
Gomide, C. S., Villas Bôas, R. L., Gudinho, M. L. M.,
Gouveia, L. R., & Santos, A. L. D. (2019). Peasant
Education and Pedagogy of Alternation: UnB experience at
the Kalunga’s historic site and cultural heritage. Rev. Bras.
Educ. Camp., 4, e7187. DOI:
http://dx.doi.org/10.20873/uft.rbec.e7187
ABNT
GOMIDE, C. S.; VILLAS BÔAS, R. L.; GUDINHO, M. L.
M.; GOUVEIA, L. R.; SANTOS, A. L. D. Peasant Education
and Pedagogy of Alternation: UnB experience at the
Kalunga’s historic site and cultural heritage. Rev. Bras.
Educ. Camp., Tocantinópolis, v. 4, e7187, 2019. DOI:
http://dx.doi.org/10.20873/uft.rbec.e7187