Territórios quilombolas e políticas público-educacionais: um estudo sobre os desafios para acesso ao Ensino Médio pelos populares da Comunidade do Cria-ú

Abstract

Quilombos are spaces that mark the resistance of Black people in Brazil. Originally formed during the colonial regime as places of refuge, their concept has been redefined to encompass the diverse demographic configurations that emerged—particularly after the abolition of slavery—eventually acquiring the constitutional status of "Territories Remnant of Quilombola Communities" (TRCQs) with the advent of the 1988 Constitution. Yet, they have not deviated from their primary purpose: the ongoing struggle for the dignity of their citizens, whose material living conditions have historically been subjugated. Thus, this study presents an assessment of the current situation versus the ideal conditions for the Cria-ú TRCQ—a place that embodies ancestry through its historical heritage of batuque, marabaixo, and oral traditions, among other expressions. It emphasizes the need to implement public services that foster human development, thereby facilitating the educational process and the process of humanization articulated by Marx (1996). This is a field study utilizing interviews, combined with documentary and theoretical research. Nine (9) individuals were interviewed, including community representatives and former students of the José Bonifácio State Quilombola School. To ground the discussions, the study drew upon authors such as Almeida (2019), Arroyo (2015), Cheptulin (1982), Gonzalez (1982, 1984), Hack (2024), Harvey (2005), King (2011), Fernandes (1989, 2008), Marx (1996, 2011), Mbembe (2018), Moura (1959, 1984, 2014, 2020, 2021), Munanga (1999, 2003, 1995, 2012, 2015, 2022), Nascimento (1978, 1980), Saviani (2011, 2014), Silva (2004; 2024), and Videira (2013). The investigation covered the period from 2014 to 2024, with data finalized in November 2025, addressing the following problem: How have residents of the Cria-ú Rural Quilombola Community accessed high school education, in light of the provisions set forth by the Guideline for the Universalization of Schooling? The general objective was to analyze how residents of the Cria-ú Quilombola Community have accessed high school education, considering the provisions of the Guideline for the Universalization of Schooling; the specific objectives were to identify the structural, socioeconomic, and cultural circumstances that demonstrate the challenges involved and the need to implement a high school program within the Cria-ú Quilombola Community. This study aims to correlate existing legal frameworks and basic public policies that guarantee access to high school education for the Cria-ú Quilombola community and to elucidate how high school education contributes to the human development and emancipation of Quilombola citizens within this context, thereby fostering discussion on the educational dynamics of this territory. A qualitative approach was adopted, grounded in the epistemological framework of Dialectical Historical Materialism (DHM). The results indicate that, despite the progressive movement that secured land titles for Cria-ú, the socio-educational landscape remains inadequate. This is due to the slow pace at which basic policies are implemented—particularly regarding public transport and high school education. Although high school has been guaranteed as a stage of Basic Education since 2009, it has yet to be fully consolidated; this situation leads to school dropouts and age grade distortions, while also opening the door to neoliberal incursions that compromise the territory's self-sustainability and the development of its residents. Paradoxically, the State prioritizes and exploits Cria-ú’s tourism potential, prompting a discussion regarding the myth of racial democracy (Fernandes, 2008).