O direito à educação Quilombola: Quilombolas, escolas e Projetos Políticos Pedagógicos em Bom Conselho - PE

Abstract

Studies on ethnic-racial issues within Brazilian education have been progressing more and more, presenting unknown realities, denouncing practices of silencing, allowing significant reflections on the educational scenario of quilombola individuals and communities, making possible contributions to Social Science. Currently, Quilombola Education is part of the right to education through the institutionalization of the modality, whose organization respects, acknowledges and reaffirms the specificities of the subjects, in the sense of seeking to promote an education against racial inequalities, against forms of racism and prejudice, finally, against the myth of racial democracy. The study presented here is related to the author's Course Conclusion Paper, which proposed to study the educational scenario of the quilombola communities of the municipality of Bom Conselho-PE in the field of management, adopting the School's Political Pedagogical Projects as one of the main sources of analysis, followed by semi-structured interviews in which the participating subjects are heard as citizens of rights, so as to analyze in the Political Projects Pedagogues of the quilombola schools the actions focused on the ethnic specificities of the groups, as a right to a differentiated Education, capable of ending with the educational inequalities that for years made access, permanence and success difficult for quilombola students in Brazil. We chose the qualitative approach (LUDKE; ANDRÉ, 2012) and the documented documentary field research, which consists of taking as the main data collection the official and unofficial documents, in order to investigate them in the search for data that respond to the objectives. The results pointed out the diagnosis of the educational situation of quilombola schools, the impasses, convergences and divergences experienced by the communities in the search for the enjoyment of their rights, the performance of the educational management of the municipality towards Quilombola Education, as well as enabled us to point out some issues to be considered both with respect to the educational laws that deal with the said modality of education and in the process of assimilationism that made / forms part of the structuring and formation of the Brazilian society.