QUILOMBOLA SCHOOL EDUCATION AND CURRICULAR POLICIES

TERRITORIES IN DISPUTE

Abstract

This study arises from different experiences in relation to the implementation of quilombola school education, today a basic education teaching modality in the Brazilian educational system. Based on the experience of Colégio Quilombola Diogo Ramos, located in the Quilombola João Surá Community (Adrianópolis/PR), the process of implementing a differentiated curricular proposal is discussed, in comparison with curricular policies, in particular the Common National Curricular Base (BNCC). To this end, some assumptions of the proposal are revisited, the school's political pedagogical project, the academic productions carried out by teachers at the school, in dialogue with their leaders. It is concluded that there is an established dispute, with different political and social forces, with developments in the school space, resulting in the translation/negotiation between what is demanded by the institutions and the needs of what schooling in/for the quilombo has been pursuing, faced with historical issues related to territories racialized and made invisible by the BNCC itself.