2023-09-012023-09-012016-07-15RIBEIRO, Cristiane Maria; PEREIRA, Mariana Cunha. As escolas quilombolas em Goiás – retrato da escola na relação com o poder público dos anos 2000. Revista Polyphonía, Goiânia, v. 27, n. 1, p. 259-270, jan./jun. 2016. DOI 10.5216/rp.v27i1.42300. Disponível em: https://revistas.ufg.br/sv/article/view/42300/21296. Acesso em: 11 ago. 2023.e- 2236-0514http://repositorio.bc.ufg.br/handle/ri/23531/is paper aims to discuss the political context of quilombola’s Schools in the state of Goiás. We situated those schools in the political context of recognizing those lands of ex-Slaves communities and then expressed that social subjects interect with the government, and it means to say that the school is inserted in social-political context of tensions and con(icts. We believe the relationship between quilombola’s schools and the current government in the state of Goiás has exerted the asituation of discontinuity of public policy. In the methodology it was used &eld researches about the quilombola’s schools and the ex-slaves communities in the cities of Cavalcante and Mesquita. Accordingly, the repport “EDUCATION PUBLIC POLICIES ADRESSED TO RURAL BLACK COMMUNITIES – quilombos (Brasil) – Socioeducational survey about teachers of quilombola’s schools in Goiás” and the surveys we colected at the deppartment of rural education in the Se cretary of Education of Goiás were the key to produce the discussions in here. For the results we found problems in the schools as: Professinal quali&cation for the professors, infrastructure, nor access for the internet nor other basic teaching resources. However, we found participatory social subjects with strong political engagement in their teaching practices.porAcesso AbertoEducação escolarEscolaQuilombo e poder públicoEducational schoolSchoolQuilombo and governmentArtigo10.5216/rp.v27i1.42300