FROM THE QUILOMBO TO THE SCHOOL

EDUCATION OF YOUNG PEOPLE IN URBAN CONTEXTS WITHOUT QUILOMBOLA SCHOOLS

Abstract

The article is the result of a joint writing that reflects on the dilemmas that young quilombolas from an urban community (Quilombo Areal da Baronesa) face in the elaboration of their educational trajectories. They are young people who live in a quilombola territory in the city of Porto Alegre, without a specific school, occupying daily teaching spaces little prepared, in the perspective of Resolution nº 08/2012, which defines the National Curriculum Guidelines for Quilombola School Education. Such legal guidelines, constructed in the form of public educational policies linked to contemporary processes of historical repair, are crossed by the clashes caused by whiteness and structural and institutional racism, resulting from the colonization imposed on the peoples of Africa and America. It is inspired by the terms coined by Antônio Bispo dos Santos (2015) – transfluences and confluences – to make a comparison between ways of educating and teaching in school communities and quilombola communities, experienced by youths. The article is related to a master's research in Education and uses document analysis, bibliographic review, and open interviews as a methodology.