Entre diretrizes e realidade: um estudo sobre as relações de ensino em uma escola municipal de uma comunidade quilombola em Palmerândia-MA

Abstract

Education in Brazil, guaranteed by the Federal Constitution of 1988, plays an essential role in promoting social equality; however, it still faces profound inequalities, especially concerning quilombola communities. This research aims to analyze pedagogical practices in a quilombola community school, evaluating their conformity with the guidelines for quilombola education and the valuing of ethnic-racial education. The research is based on the theoretical contributions of various authors, including Brandão (2007; 2012), Gomes (2011; 2018), Arroyo (2012), among others of significant relevance. The methodology adopted for this study is qualitative and exploratory in nature, utilizing interviews, participant observation, and document analysis. The results indicate that, despite existing public policies, there are still significant gaps in the effective application of these guidelines, which has reflected a disconnection between theory and practice in the school, with challenges related to lack of infrastructure, availability of materials, teacher training, and community involvement. The conclusion points to the urgent need to strengthen quilombola education by implementing curricula that respect and prioritize local traditions and promote active community participation, aiming for the construction of a more inclusive and transformative education.