Educação escolar quilombola “alumiada” pelos direitos humanos: um estudo interdisciplinar da aplicabilidade do Parecer CNE/CEB n° 16/2012

• Ano de defesa: 2025
• Autor(a) principal: Silva, Sarah Fogaça
• Orientador(a): Dias, Luciana de Oliveira
• Banca de defesa: Dias , Luciana de Oliveira, Arbués, Margareth Pereira, Dias , Luciene de Oliveira, Silva, Elson Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Direitos Humanos (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Aquilombamento; Enegrecer a Educação; Educação Quilombola; Parecer CNE/CEB nª 16/2012; CONAQ
• Palavras-chave em Inglês: Aquilombamento; Blacken Education; Quilombola Education; CNE/CEB Opinion No. 16/2012; CONAQ
• Área do conhecimento CNPq: CIENCIAS HUMANAS::ANTROPOLOGIA::ETNOLOGIA INDIGENA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/14250

This dissertation had as its thematic focus quilombola school education and its deep relationship with the community, territory, memory, tradition, in the production and dissemination of their knowledge, and the analysis of how this can and should be a tool for emancipation, struggle for rights and confronting racism and everyday decriminalization. As legal support, it was anchored mainly in the Magna Carta, Constitution of 1988, as well as Law No. 10639 (2003), National Curricular Guidelines for Quilombola School Education (2012) and in Opinion CNE/CEB n 16/2012. Given the already evident realities of marginalization of the black population, in the great economic interest given to quilombola lands, the lack of interest of hegemonic groups in elucidating the forms of domination and exploitation is evident, which justifies the immense importance of a quilombola education committed to defending and help them defend themselves. To this end, the research was guided according to the issues: what is the idea of quilombo, quilombolas and quilombamento defended in the main Brazilian references? How were they constituted historically and legally? What are the relationships of continuity and rupture between already systematized Brazilian education and quilombola school education? How can we intervene in this reality in order to guarantee human rights through access to quality education? In this sense, it aimed, in general, to analyze the communities' struggles, the recognition processes, the relevant legislation and the implementation of education that starts from the needs of the communities for quilombola communities. Specifically, in turn, it intended to historicize the concepts and meanings of quilombos, their trajectories, struggles and recognitions, to insert quilombola education into the structure of basic education and into the laws and theoretical paradigms that guide it, in Brazil, to then present , as one of the various possibilities for implementing quilombola education, the projects developed by the CONAQ National Education Collective, from training courses for quilombola teachers, to the National School for Training Quilombola Girls. Among the main results of the research, it can be pointed out that, above all, there is a great commitment to the emancipation of the quilombola population and the instrumentalization of the defenses of their territories, based on the articulation and construction of political pedagogical projects that inspire other initiatives. The actions of CONAQ, specifically, the Quilombola Lawyers Training Project and the MALALA fund allowed us to experience the “possibility”; It's exhausting work, with few resources and media recognition, but rewarding because, if the State doesn't reach the communities, these initiatives do.