EXPERIENCES IN THE QUILOMBO AND EDUCATIONAL PRACTICES: A PROPOSAL FOR VALUING IDENTITY IN THE QUILOMBOLA COMMUNITY OF MACAPAZINHO – PA

Abstract

This scientific work addresses the challenges and potentialities of the implementation of the National Guidelines for Quilombola School Education, focusing on the valorization of cultural identity in the Quilombola Community of Macapazinho, Castanhal – PA. Adopting a qualitative approach, the research was based on interviews, document analysis and bibliographic survey to understand the pedagogical practices and local knowledge of the community. The results indicate that the absence of effective public policies, insufficient teacher training and poorly participatory educational management hinder the integration of quilombola cultural knowledge in the school curriculum, compromising the preservation of cultural identity. Despite the limitations, the study revealed promising paths, such as the active participation of the community in the formulation of educational policies and school management, in addition to the use of participatory methodologies and digital technologies. These initiatives have demonstrated the potential to overcome the challenges faced, promoting the appreciation of traditional knowledge and strengthening community protagonism. The conclusions reinforce the importance of a quilombola school education that integrates innovative and inclusive pedagogical practices, respecting the cultural specificities of the communities. This work contributes to the field of education by proposing guidelines that promote a critical, democratic education adapted to the needs of quilombola communities, highlighting the relevance of joint actions between educators, managers and public policy makers.