Na escola e/ou no Quilombo? a identidade etnicorracional de estudantes quilombolas da comunidade quilombola Grotão em Filadélfia - TO

Abstract

The master's research presented here addresses the racial ethnic identity of children and tens that are students from the Quilombola Grotão Community, located in Philadelphia north of Tocantins. The general aim is to understand how these young people elaborate their identity from their territory and from the school, considering the daily commute from the Community to have access to school, the implementation of the Curricular Guidelines for Quilombola School Education and Law nº 10639/2003. Thus, as strategies for interpretation and analysis of data to achieve the objectives, we performed a documentary research, interviews with teachers and / or school managers and participant observation. The narratives show us that the young quilombolas of the Quilombola Grotão Community understand the quilombola struggle and, in addition, elaborate territoriality and identity in their specificity. The quilombola identity elaborated by them is inscribed in the quilombola territory, in the territory of the body and the school. Within the territory, the Quilombo school, due to difficulties in accessing policies and implementing a differentiated education, denounces an institutional oblivion. In the outer schools that serve these students still have problems with the discussion about diversity, it still reproduces prejudices and ethnic-racial stereotypes, which distances the discussion from the reality experienced by their students. Thus, it brings us to an understanding that the racial ethnical identity elaborated by them is announced in the daily reality of conflicts, affirmation and claim, in which symbolic boundaries of difference move and demarcate assuming, regulating and negotiating their identity, that before being individual, it is also collective.