Educación Escolar Quilombola e identidad: un análisis del Proyecto Político-Pedagógico de la Escuela Estatal Quilombola Verena Leite de Brito, en Vila Bela da Santísima Trinidad, MT
Quilombola School Education; National Curriculum Guidelines; Political-Pedagogical Project; Quilombola Identity; Vila Bela da Santíssima Trindade.
The present research discusses the Quilombola School Education from the analysis of the Political-Pedagogical Project (PPP) of the Verena Leite de Brito Quilombola State School, located in Vila Bela da Santíssima Trindade (MT). The general objective is to analyze the presence or absence, in the PPP of the referred institution, of pedagogical practices aimed at strengthening the quilombola identity and valuing the culture of Vila Bela da Santíssima Trindade. The theoretical foundation is anchored in the contributions of authors of decolonial studies and critics of ethnic-racial issues, such as Frantz Fanon, Beatriz Nascimento, Chimamanda Ngozi Adichie and Nilma Lino Gomes, articulating them with national legal frameworks, such as Law No. 10.639/2003 and Resolution CNE/CEB No. 8/2012. Methodologically, it is a qualitative research, developed as a case study, whose procedures include bibliographic research, documentary analysis centered on the PPP and the application of questionnaires with the school community. With this study, we seek to understand how the school's guiding document contemplates the quilombola and cultural specificities of the territory, providing subsidies for the strengthening of an emancipatory and effectively differentiated pedagogical practice.