Reflections on territory and quilombola education: tensions and resistance

Abstract

We examine the relationship between territory and quilombola education, considering education as territorial policy for the populations in the Amazonian agrarian space. An empirical situation was focused, the quilombo of Africa and Laranjituba in the municipality of Moju (PA) to expose tensions and resistances. The objective is to show how these policies disregard education and territory as inseparable and fundamental to modify the precarious conditions of existence and that this situation must be understood articulating interests of agents in different geographic scales. The methodological approach is the bibliographical review, through researches on sites of Moju (PA), Abaetetuba (PA), and the Executive Secretariat of Education (SEDUC) of Pará, as well as in the Land Institute of Pará (ITERPA). use of interviews and questionnaires with semi-structured questions. Educational policies ignored the experiences of these populations and prevented them from entering high levels of schooling.