Regularização da Escola Quilombola Estadual José Bonifácio: implicações na educação antirracista e na identidade quilombola, à luz da Resolução n. 08/2012, do PNE (2014-2024) e do parecer CNE/CEB n. 8/2020.

Abstract

This dissertation is titled, Regularization of the José Bonifácio State Quilombola School: implications for anti-racist education and quilombola identity, in light of Resolution no. 08/2012, of the PNE (2014-2024) and of the CNE / CEB opinion no. 8/2020. It sought to answer the following problem: What are the implications for the regularization of the José Bonifácio State Quilombola School, in light of Resolution no. 08/2012, of the National Education Plan (2014-2024) and of the CNE / CEB Opinion No. 8/2020, for an anti-racist education? The General Objective: To analyze how the regularization process of the EQEJB carried out by Resolution no. 050/2020-CEE / AP occurred, impacts the implementation of anti-racist education and strengthens the ethnic-cultural identity of the Quilombola Community of Cria-ú. The specific objectives were: a) To investigate how the regularization process of the José Bonifácio State Quilombola School occurred in practice, in accordance with the aforementioned regularization legislation; b) To understand the strategies used to ensure the preservation of the ethnic-cultural identity of the Cria-ú Quilombola Community during the school's regularization process and its daily activities; c) To investigate how normative documents guided the development of the school's recognition process and identify how this experience can serve as a model for other quilombola schools in the state of Amapá; d) To understand the implications of the regularization process of the José Bonifácio State Quilombola School for the implementation of educational policies focused on quilombola school education and the preservation of cultural identity in quilombola territories. The research used the case study method, with a qualitative approach; empirical data were collected through bibliographic, documentary, and field research, including semi structured interviews, participant observation, and photographic records. Locus: José Bonifácio State Quilombola School, currently the only quilombola school in the State of Amapá, regularized by the State Council of Education-CEE/AP, in the quilombola community of Cria-ú. The data were analyzed in dialogue with the theoretical framework of Vera Candau (2002), Maria Minayo (2012), Piedade Videira (2008, 2009, 2014, 2019), Kabengele Munanga (2002), Henrique Cunha Jr. (1999), Florestan Fernandes (2017) and Nilma Lino Gomes (2017), as well as with the normative documents that regulate quilombola school education. It is concluded that the EQEJB experience constitutes a relevant political and pedagogical milestone for quilombola education in Amapá, by ensuring legal recognition and affirming the memory and identity of the community. However, it also reveals itself as a contested process, requiring continued state investment and structural strategies to overcome the still-present material and pedagogical limitations. Only then will it be possible to consolidate a critical, emancipatory quilombola education truly committed to social justice and confronting structural racism.