EDUCAÇÃO COMO LUTA DE RESISTÊNCIA E AFIRMAÇÃO DA RADICALIDADE QUILOMBOLA

Abstract

The Brazilian educational structure is sedimented by a State organized by the dominant class, heir of the slave society, with demands of universal knowledge, excluding the singularities and the multiplicity of local knowledge. We aim to enumerate the issues of resistance struggles that were and are fundamental for the emancipation of black men and women, and to reflect about quilombola education, starting from its subalternity, problematizing the maintenance of the status quo through the universality of knowledge in a class society. The discussion is based on research and on teaching practices aimed at the training of the investigating teacher. As results, we demonstrate that the imposition of standardized curricular guidelines makes impossible other ways of understanding reality with which to highlight and reflect the world through the life and experience of poor communities, of the working class, of traditional communities such as river dwellers, forest people, and quilombolas. Thus, we situate education as a potentializer of quilombola (re)existence and affirmation, giving centrality to school quilombism as a way to confront contemporary capitalism, colonialism, and heteropatriarchalism. In conclusion, we defend the affirmation of quilombola radicalism as a way to denaturalize the racist and fascist structure and the destruction of forms of oppression, injustice, and social and territorial inequality.