Territories, Communities, and Quilombola School Education(Mato Grosso and Rondônia)

Abstract

This paper presents some reflections on school education in the quilombola communities of Mato Grosso and Rondônia. The objective is to analyse educational institutions and territories as spaces for education and resistance, considering cultures that transcend time and space. The methodology involves examining reference documents, regulations, and information available at the Palmares Cultural Foundation. It is concluded that school institutions in these territories, through their curricula, foster a sense of belonging to the communities. A quilombo school institution seeks to keep the memory of ancestry alive, strengthen and promote a sense of belonging to a quilombo, to enable young students in the community to learn and value the history of their people, their community, and their identity.