A educação escolar quilombola na comunidade de Pinhões – Santa Luzia/Minas Gerais: o entrecruzamento território, políticas públicas e docência

Abstract

This investigation, whose central theme is quilombola school education, aims to analyze the extent to which aspects related to territorial dynamics and ethnic-racial identity, typical of quilombola communities influenced the institutional process of constitution of this educational modality and the pedagogical management of schools located in quilombola territory. To this end, in addition to dealing with the historically concrete process of constitution and implementation of a public policy specifically aimed at quilombola school education in the State of Minas Gerais in the period between 2015- 2019, this research also focused on the incidence of this policy in the Escola Estadual Padre João de Santo Antônio located in the quilombola territory of Pinhões, in the city of Santa Luzia-MG. To achieve its goal, based on the researcher's theoretical and experiential incursions in the field of quilombola education, this thesis was structured around three categories (educational public policies, quilombola territory and teaching) and, in its development, seeks to demonstrate the hypothesis according to which the articulation of these categories in the form of a conceptual triad constitutes an analytical network capable of capturing the singularity and complexity of the processes and dynamics concerning quilombola school education about the theoretical framework mobilized in this research, among others, the following can be highlighted: Nilma Gomes, Miguel Arroyo and Nancy Fraser for the examination of the category public educational policies; Rogério Haesbaert and Homi Bhabhato examine the relationship between school and territoriality; Diana Taylor, Bell Hooks and Luiz Rufino to examine the challenges of teaching in quilombola schools. In general, the investigations systematized in this work made it possible to understand that the institution of Quilombola School Education, as an educational modality provided for in Resolution number 8, of November 20, 2012, represented a movement within the field of public educational policies that contemplates territorial diversity, historical, cultural and identity of traditional peoples/communities. Considering that the modality arises from the educational action of the quilombola movement that rescues historical, cultural and racial dimensions of quilombola communities as central to the debate around public educational policies, in this study it is emphasized that pedagogical practices are urged to adapt to the specific demands of the territory and that, therefore, teaching, moving from teaching in the quilombo to a quilombola teaching, is called upon as an articulator of new repertoires for the school curriculum.