EJAI e a Associação Quilombola da Pontinha: histórias de lutas e de resistências pelo direito à educação

Abstract

Education is a fundamental dimension in strengthening quilombola communities, yet it does not stand alone; it interweaves with other social, cultural, political, and economic practices that sustain community life in these territories. However, access to education faces challenges such as institutional prejudice, lack of infrastructure, and geographic distance especially regarding the education of young people, adults, and the elderly (EJAI), a modality aimed at a historically excluded population. In this context, this research seeks to understand the achievements of public education policies in the Pontinha community through the work of its Community Association, emphasizing the realization of the right to education for youth, adults, and elders in the territory. Grounded in authors such as Munanga (1996, 2001), Gomes (2005, 2012), Arroyo (2000, 2013, 2017), and Freire(1987), the study includes accounts from local leaders Zizi, Ênio, Joselha, Erlane, and Dona Euriza who highlight challenges such as the absence of school transportation and the lack of incentives for student retention. The methodology is qualitative, employing semi-structured interviews with community leaders, teachers, and students, based on theorists such as Minayo (2002), Bardin (2011), and Gil (2007), alongside analyses from studies by Miranda (2012, 2016, 2020), Silva (2013, 2017, 2020), among others. The results indicate that the sociopolitical actions of the Association led to historic achievements in education, such as the implementation of EJAI and evening high school classes. Furthermore, a process of quilombola identity construction was observed, evidenced by the renaming of the Quilombola Association. The research also proposes the "model of the trunks" as a pedagogical alternative inspired by a successful community practice in the Quilombola Community of Pontinha, which could be adapted to other quilombola contexts to promote educational and social inclusion, the appreciation of traditional knowledge, and thestrengthening of local agency.