Gestão de documentos e produção acadêmica: o estado da arte da educação quilombola no período de 2013 a 2015

Abstract

The unequivocal understanding that the construction of social and collective identities involves knowledge of History itself, not in the sense of idealistically rescuing it, but of making it present as a cultural reference, is one of the central points of this study. In this perspective, specifically dialoguing with the organization and management of documents produced by universities, both public and private, this work maps the state of the art of academic works carried out between the years 2013 and 2015 at the master's and doctoral levels that address education quilombola, available at the CAPES Theses Bank. The choice of this period proved to be relevant, as it is the three years following the implementation of the National Curriculum Guidelines for Quilombola School Education (DNCEEQ, 2012). The results highlight the understanding that the construction of black identity and corporeity has not yet been a privileged theme in the educational field and showed that Quilombola School Education is still a field of political disputes that takes place in a non-linear way, amid disputes of situational and institutional ideas and barriers that permeate the work carried out in the daily life of quilombola schools, involving the participation of teachers, quilombolas, official bodies and civil society, highlighting the need for new academic research and extension projects.