"Preferably Quilombola": At the crossroads of territory, teaching, and Education Policy for Quilombola Communities
This article aims to reflect on the shifts caused by the implementation of an educational policy focused on Quilombola Education (EEQ), which, in its political framework, opposes the current school model by demanding the coexistence of other logics, other rationalities, and how this policy is based...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Maria Vieira Silva
2024-12-01
|
| Series: | Revista Educação e Políticas em Debate |
| Subjects: | |
| Online Access: | https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/76515 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This article aims to reflect on the shifts caused by the implementation of an educational policy focused on Quilombola Education (EEQ), which, in its political framework, opposes the current school model by demanding the coexistence of other logics, other rationalities, and how this policy is based on the field of teaching. The "preferably quilombola" prerogative, established in the context of the EEQ policy in Minas Gerais, brings to the scene tensions and conflicts that focus on the confiscation of an identity and the insurgent process of its resignification. Being quilombola, being a teacher, a quilombola teacher, more than disputing a functional space in the school institution, speaks of the existence of an identity in the political field, an existence in dispute. It is a dispute that marks the process of recognition of quilombola communities, their territories, and territorialities.
|
|---|---|
| ISSN: | 2238-8346 |