Educação escolar quilombola: análise de um projeto político pedagógico no estado de Goiás

Abstract

This research aims to analyze the challenges faced by quilombola communities in Goiás in accessing formal education, considering both symbolic and structural barriers. Despite the existence of legislation that recognizes their rights, such as Law No. 10.639/2003 and Resolution CNE/CEB No. 8/2012—which establish the mandatory teaching of Afro-Brazilian and African History and Culture, as well as specific curricular guidelines for quilombola education—significant obstacles still persist. These challenges include the slowness and bureaucracy in the land titling process, the lack of adequate school infrastructure, scarcity of financial resources, absence of teachers with specific and ongoing training, and difficulties in curriculum adaptation. The study aims to investigate whether the Political-Pedagogical Project (PPP) of a school located within a quilombola territory implements an educational approach that respects the identity, history, and culture of this community, values and incorporates traditional knowledge and practices into the school curriculum, and contributes to students' access to and retention in basic education. To achieve this, a literature review of works published over the past 12 years will be conducted, using a qualitative approach with exploratory and descriptive research, supported by documentary analysis. Normative documents such as the 2018 National Common Curricular Base (BNCC) and the National Curricular Guidelines for Quilombola School Education will be examined.