Inclusão de jovens estudantes da Comunidade Quilombola de Queimadas/Serro–MG em uma escola urbana.

Abstract

The struggles for rights and the guarantee of an education that actually contributes to the formation and re-signification of black culture is based on a history of resistance and the search for a dignified space in society, with the realization of practices of affirmation of the quilombola identity. Thus, the study aims to analyze the different ways of acquiring formal education, inclusion of students and the curricular training of young students from the Ministro Edmundo Lins School, remaining from the quilombola community of Queimadas in the Serro region in the state of Minas Gerais. For this, it was discussed about the historical process of formation of quilombos in Brazil, in Minas Gerais and specifically in the region of Serro. Also, we sought to understand the historical and political process of the laws that deal with the curriculum of the quilombola community, teaching of Afro-Brazilian history and culture; and, specifically, to identify the curriculum of the Estadual Ministro Edmundo Lins School, pointing out its construction, development, failures and successes. Therefore, a qualitative analysis was completed and documented by using theoretical refernces to the Political Pedagogical Project of the school in question. As part of this analysis, interviews and questionnaires were applied to students, former students, mothers of students and teachers of the school. These interviews were conducted through the thematic oral history method, a tool that enables the production of knowledge from the subjectivity and subtlety involved in narrative production. The results indicate that there were theoretical, conceptual and legal advances established in the Brazilian legal system that assure rights to these quilombola peoples, among them, specific education policies for the schools inserted in their territories. However, the data also show that these advances were not translated into the daily life of Ministro Edmundo Lins School. We conclude that the invisibility and the silencing of black and quilombola culture and history in the curriculum weakens the ways of thinking of a quilombola school education, since the eurocentric and exclusionary view still persists in the curricula of this educational institution. The importance of this study is highlighted to evaluate the process of implementation of public education policies for the quilombola people in a region historically built by the black slave labor, which formed in this territory one of the largest African diasporas in Brazilian soil. Thus, it is extremely important to give visibility to these remaining quilombo students, assuring them the right to know and experience their histories and traditions, especially in the school environment.