EDUCAÇÃO QUILOMBOLA: ESTUDO SOBRE AS POLÍTICAS PÚBLICAS

Abstract

This dissertation, submitted to the Postgraduate Program in Education (stricto sensu) at Inhumas College, falls under the research line of Education, Institutions, and Educational Policies. The study examined quilombola school education in Brazil, highlighting its focus on a people possessing diverse knowledge intrinsically linked to their culture. Thus, the general objective was to analyze public policies for quilombola education in light of the Brazilian Federal Constitution, considering its identity, culture, and the benefits provided to quilombolas, particularly in the state of Goiás. The specific objectives were: to study the public policies for implementing quilombola education, analyzing the National Curricular Guidelines for Quilombola School Education as an educational policy; identify the difficulties faced since its implementation; understand the importance of public policies for quilombola education, analyzing the curriculum elements that contribute to its realization; and analyze a quilombola community in Goiás, particularly the kalungas, highlighting how this people were included in quilombola education. A bibliographic approach was employed, based on the selection of research and legal documents for analysis. Therefore, the methodology was qualitative to deepen the understanding of the subject. For analysis, the following question was raised: how did public policies influence the construction of the process of formulating the National Curricular Guidelines for Quilombola School Education? To answer this question, the analysis of government actions influencing this process was undertaken. The theoretical framework included contributions from various authors, such as Almeida (2016), Baiocchi (1999), Gomes (2000, 2003, 2005, 2011, 2017), Marinho (2008, 2013), Silva (2016), Souza (2016), Stefanello (2017), Ungarelli (2009), among others. The specifics of social movements that advocated for the inclusion of Black people in Brazilian society were presented, highlighting achievements through educational public policies. Additionally, government actions and their role in formulating the National Curricular Guidelines for Quilombola School Education were discussed, aiming at recognizing and promoting quilombolas in Brazil, as well as emphasizing the challenges faced by this people in the educational field. The role of the curriculum and its importance in this teaching modality were also addressed, along with the characteristics of quilombolas in Goiás, with a focus on the kalungas living in the municipality of Cavalcante.