Política de diversidad en Brasil y las directrices curriculares nacionales para la educación escolar quilombola

Translated title of the contribution: Diversity policy in Brazil and the national curricular guidelines for quilombola school education

Suely Noronha De Oliveira, Juan Guillermo Lazo Lazo, Álvaro Talavera

Research output: Contribution to journalArticle in a journalpeer-review


Quilombola School Education (EEQ) has been one of the main demands of the movement since the 1st National Encuentro de Quilombos de Brasil, held in 1995. But it would only become a matter of public policy, in 2003, with the presidential decree 4,887, which established new rules for the recognition of quilombola communities as a population with rights to diversified public policies. Motivated by the decree, the annual school census by INEP (Instituto Nacional de Estudios y Pesquisas Educacionales Anísio Teixeira) began to count, from 2004 onwards, the schools located in quilombola territories which serve children from these territories. Therefore, the EEQ has an administrative and census tool for identification and evaluation, which contributed to the recognition of this type of education. In 2012, the National Curricular Guidelines for Quilombola School Education were approved, which started to guide the incoming teaching system that began to be structured. The present work brings to the debate an analysis of the Guidelines, from a competency-based approach, and points to alternatives in the elaboration curricula in quilombola schools. The investigation that originated the current article was guided by the qualitative methodology, with participant observation, ethnographic fieldwork, and written and oral sources analysis. Although the focus on competencies has not been considered in the elaboration of the Guidelines, this work demonstrates that it is possible to carry out theoretical and practical (or pragmatic) approximations between the text of the guidelines and the proposal of school curricula based on competencies. Furthermore, I recommend focusing on competencies as a powerful alternative in the organization of curricula in quilombola schools.
Translated title of the contributionDiversity policy in Brazil and the national curricular guidelines for quilombola school education
Original languageSpanish
Pages (from-to)142-155
JournalSouth Florida Journal of Development
Issue number1
StatePublished - 2023


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