Pedagogical practices, memory and ethnic-racial ancestry in the territory: Education and human rights in Sítio Leite, Juazeiro do Norte, Ceará

Abstract

This paper aims to discuss how certain pedagogical practices in non-formal contexts can promote the preservation of the memory and ancestry of the black/indigenous community of the Sítio Leite territory, in Serra do Catolé, Juazeiro do Norte-CE. This is a qualitative study that involved field research with semi-structured interviews with the community's residents and intervention actions with the screening of short films and, later, discussion groups. The results obtained through the meetings with the community pointed to a greater awareness of their rights as black and indigenous people. In addition, the discussions allowed for greater knowledge of their history, as well as the appreciation of black and indigenous memory and ancestry evidenced by the sharing of stories and perceptions about the collective cultural identity of the community. It is concluded that the pedagogical practices used in non-formal spaces can contribute more effectively to human rights education with an emphasis on ethnic-racial relations, with positive implications for strengthening ethnic identity in the territory. Educating about human rights is an essential task for valuing the memory and ancestry of several black and indigenous communities that have long been marginalized. The Sítio Leite community has faced this type of social marginalization and lack of access to essential rights. In this context, pedagogical practices have contributed to the political strengthening of the community and to their understanding as subjects of knowledge and rights.