Educação Quilombola e Contemporaneidade: um estudo em diálogo com a Escola Municipal do Quilombo do Campinho

Abstract

This research aims to provide data on emerging quilombola issues, especially quilombola school education in Quilombo do Campinho da Indepêndecia, Paraty-RJ. Starting from a reading about the meaning of quilombo in the present time, the conflicts that surround the question of the Earth and the quilombola identity. Based on the current official legislation, namely: Federal Constitution of 1988, Law of Guidelines and Bases, Law 10.639 / 03 and the National Curricular Guidelines for Quilombola School Education (Brazil, 2012). The intention was to develop a research on the disputes and tensions perceived in the daily life of the Quilombo do Campinho community. Considering that one of the main characteristics of traditional quilombola communities is that their existence is historically linked to the struggle for the defense of their rights, repeatedly denied throughout the history of Brazil. The affirmation of the quilombola identity, rescued and titled by the community of the quilombo in question, brought guarantees of access to public equipment, and provided legitimate ways of demanding a public education that contemplates its specificities. Affirmed by Law 10.639 / 03, which amended LDB 9.394 / 96. Working in schools for historically constructed inequalities that benefit whites at the expense of blacks, and treating them as causative agents of racism, means that racial inequalities must be tackled, especially through affirmative action. This process should consider what the community involved has to say about its own history