Educação escolar quilombola desafiando o ensino regular

Abstract

This is a course conclusion work at the undergraduate level, in the article modality, through a qualitative bibliographic and documentary study with a review of the literature relevant to the topic, whose objective is to make a critical reflection on the assumptions of the quilombola school education, within regular education, addressing its challenges, limits and possibilities. Considering the structural racism that essentially marks society as a whole, especially in the educational sphere, the text discusses the implications of the legal framework, and the regulation of regular education in a quilombola social context, which must be guided by respect for diversity, differences and the deepening of dialogical ethnic-racial relations within the school, meeting the provisions of the curricular guidelines of the area. Education itself will not end racism, as it is not just a task for the school, but for all spheres of society acting together, however, education is fundamental, it needs to engage in actions that can contribute to forming conscious citizens. Starting from the premise that antiracist education is everyone's task, school education, especially in the quilombola context, must prioritize actions that are implemented both in quilombola schools and in regular schools, which encourage self-identity affirmation, so that everyone can feel represented. Based on analyzes by authors such as Silva (2012), Gomes (2015), Santos (2008), Silva; Menezes (2019), Santos (2022) among others, it presents fundamental elements to the debate, whose social relevance is significant, given the context racialized society that marks Brazilian society.