2026-10-192026-10-192025-06-27MOTA, Iêda Oliveira. Educação e decolonialidade para práticas curriculares em territórios quilombolas no baixo amazonas - Oriximiná-Pa. Orientadora: Marta Genú Soares. Co-orientador: Tiago Tendai Chingore. 2025. 308 f. Tese (Doutorado em Educação) – Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, UEPA, Belém, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/361AbertoEducação quilombolaSaber tradicionalInterculturalidadeQuilombola educationTraditional knowledgeInterculturalityTeseCiências Humanas::EducaçãoCiências Humanas::Educação::Tópicos Específicos de EducaçãoEducação quilombolaThis thesis is situated within the thematic area “Teacher education, Culture, Knowledge, and Pedagogical Practices” of the research line “Cultural Knowledge and Education in the Amazon” of the Graduate Program in Education at the State University of Pará. It stems from reflections and concerns regarding the traditional knowledge of peoples and communities that have been rendered invisible by hegemonic and monocultural pedagogical practices, which disregard the importance of intercultural education and the recognition of multiple differences, especially ethnic-racial ones. In the face of these historical constructions of denial and exclusion, structured by the modern/colonial system, the purpose of this thesis is to analyze the traditional knowledge of the Quilombola people of Oriximiná, Pará, and its potential contributions to the affirmation of ethnic identity and belonging within the pedagogical practices of Physical Education in Quilombola schools. The study assumes that valuing Quilombola traditional knowledge fosters a rupture with hegemonic teaching practices in the fields of Education and Physical Education, thereby contributing to the affirmation of identity and belonging among subjects. In this process, we establish connections with decolonial thought, while not being limited to it; we also engage with African philosophies and post-critical theories, particularly the contributions of Cultural Studies and Critical Multiculturalism, as a means of subversion and epistemic disobedience to the modern/Eurocentric model of power, being, and knowledge. Such a model reinforces singular forms of existence and, in doing so, produces exclusion and the silencing of many voices, such as those of the Quilombola peoples of Oriximiná. The research is characterized as a field study, adopting Ethnomethodology in its educational strand as the theoretical-methodological approach. Data collection was carried out through narrative interviews with Physical Education teachers and community members; systematic classroom and school-community observation; photographic records; and document analysis. Data analysis and interpretation were conducted using methodological triangulation. The findings support the thesis that valuing Quilombola traditional knowledge contributes to breaking with hegemonic pedagogical practices in the fields of Education and Physical Education, since such knowledge is central to everyday social relations and gives meaning to community life. However, this knowledge still remains largely excluded from schools, highlighting the need for greater articulation between traditional and scientific knowledge, which would further strengthen the process of affirming ethnic identity and a sense of belonging among subjects.PPGED - Saberes culturais e educação na Amazônia