Garantia do direito á educação escolar das comunidades quilombolas: desafios e perspectivas.

Abstract

In this master's thesis, we bring the debate on the right to quilombola school education. From a historical perspective, we discuss the period of enslavement, the formation of quilombos, the struggle for freedom, recognition and visibility through black social movements, and the process of constitution of rights, including the right to land and education. Initially, we sought to understand at the national level how the process of public policies aimed at quilombola populations was configured, therefore, the reality of Paraíba, in terms of challenges and perspectives. In this sense, the research aimed to analyze if and how the right to education of quilombola communities in the State of Paraíba is being implemented in its different dimensions, especially with regard to access, permanence, specific content and school management. Within this context, we carried out a mapping of the regions and municipalities of Paraíba where there is a higher incidence of quilombola communities and schools existing in these communities. We adopted the epistemological view of historical-dialectical materialism (Karl Marx) for reflections and research on the influence of the neoliberal model implemented in Brazil on social policies, whose paradigm has been posed as a problem in different political and economic situations as a result of the implementation of educational public policies that aim to meet the interests of capital, in light of the model of a minimum State with regard to social guarantees, a managerial posture regarding public administration and educational processes, and disengagement and flexibilization of its role as guarantor of social rights, among they education. The methodology adopted was bibliographical research, based on a survey of academic production on the subject, with a view to expanding the theoretical and methodological references, and the analysis of documents obtained by civil society organizations ACCADE and CECNEQ, and the State Plan and Plan Municipal Education that made it possible to understand the challenges of quilombola communities, concerning the realization of the right to education, given that the government does not propose the necessary conditions to materialize this right. As recommended by the Federal Constitution of 1988 as being, a social right, guaranteed for the affirmation of the dignity of the human person, in which the State has the duty to offer indispensable conditions for its full exercise. In this sense, as a perspective, it is expected the struggle and resistance for the concreteness of social rights, including education, with a view to implementing public educational policies that provide the necessary conditions for the materialization of quilombola school education.