Memórias e saberes de mulheres quilombolas: caminhos para a formação profissional e tecnológica no Quilombo São José (Laranjal do Jari – AP/Brasil)

Abstract

This dissertation aimed to investigate how the traditional knowledge and memories of the women of the São José Quilombola Community can be integrated into the process of Professional and Technological Education (PTE), considering community-based tourism as a strategy for territorial development and as a theme capable of generating dialogue. This approach made it possible to identify, within the narratives of quilombola women, sociocultural and productive elements that reveal training demands related to Community-Based Tourism (CBT), thus informing an action research study conducted within the Professional and Technological Education Master’s Program (PROFEPT) at the Federal Institute of Education, Science and Technology of Amapá (IFAP), Macapá Campus. The proposal stems from the researcher’s experience in the Jari Valley, the integration of research activities linked to the Amazônia +10 Initiative, and work carried out within the National Program for Access to Technical Education and Employment (Pronatec) at IFAP. These experiences highlighted training gaps in traditional Amazonian territories, especially regarding women’s protagonism and the local management of cultural and natural resources. Methodologically, the study adopts a mixed quantitative and qualitative approach with an ethnographic and participatory character, carried out through action research. The central hypothesis is that strengthening the socioproductive autonomy of quilombola women through contextualized and participatory training can significantly contribute to the ethnodevelopment and sustainability of the community. The results showed that women are the main guardians of the territory’s memory and that there is strong interest in professionalizing reception activities and local production as an alternative source of income. As an educational product, a training pathway was developed, proposing four in-person workshops designed to transform academic findings into tools for empowerment. The study concludes that Professional and Technological Education, when engaging with sociobiodiversity and traditional ways of life, fulfills its social role in promoting sustainable and human territorial ethnodevelopment in the Jari Valley.