Challenges in the construction of the emancipatory pedagogical political project of quilombola schools

Abstract

The present work establishes the interface between quilombola school education and rural education, to highlight the advancement of educational policies in Brazil, conceived with peasant subjects who live in quilombola communities. We propose to highlight the mobilization of organizations and social movements, as protagonists in the struggle to remain in their territories and in consolidating public policies that meet the demands of quilombola communities, based on the approval of specific curricular guidelines that guarantee equal conditions and access to public education. Quilombola and countryside education have specificities in their policies instituted by the State, considering the urgent need to overcome the historical conditions attributed to rural populations and quilombola communities. It is a research with a qualitative, bibliographical, and documental approach, which intends to list the main elements in the construction of the political pedagogical project of the Quilombola schools, based on the legislation, resolutions, and guidelines that support the interface between Countryside Education and quilombola education. Regarding the results achieved, we highlight the challenges for the implementation of such guidelines, with emphasis on the current Brazilian situation and the role that social movements assume in this context.