Educação Escolar Quilombola: um olhar a partir de dissertações e teses desenvolvidas nas instituições de ensino superior públicas do Tocantins

Abstract

This dissertation is the result of the Postgraduate Programme in Education at the Federal University of Tocantins (UFT), in the State, Society and Educational Practices Research Line. The overall objective of the study was to clarify how dissertations and theses produced at public universities in Tocantins address Quilombola School Education, considering their theoretical references, methodology and contributions to education. The study proposed specific objectives, namely to discuss the historical path of abolition in Brazil and Quilombola educational issues; to map the dissertations and theses defended at public universities in Tocantins that address Quilombola School Education, considering their theoretical references, methodology and contributions to Quilombola school education. The methodology used was qualitative, involving a bibliographic study, document analysis, and content analysis (Bardin 1977). Initially, we conducted a survey of stricto sensu academic publications, whose central theme is Quilombola School Education, in the institutional repositories of the Federal University of Tocantins (UFT), Federal University of Northern Tocantins (UFNT), Federal Institute of Tocantins (IFTO), and State University of Tocantins (UNITINS). Analysis of the corpus shows that Quilombola School Education is underpinned by three interdependent theoretical frameworks: critical theory, which denounces neutrality and proposes a liberating pedagogy; Afro-Brazilian and decolonial theory, which questions Eurocentrism and values subaltern knowledge; and historical-cultural theory, which reinscribes black resistance as the axis of knowledge and identity production. It can be concluded that Quilombola education should not be seen merely as a matter of inclusion, but as an opportunity to enrich Brazil's knowledge and cultural diversity. By valuing the history and cultural practices of Quilombola communities, we are contributing to the construction of a more just and egalitarian society, in which all voices are heard and respected. Thus, quilombola education becomes an instrument of empowerment and affirmation of identity, essential for the struggle for rights and dignity in these communities. In this study, we present an overview of the research structured by thematic categories and linked to the theoretical framework. This initial conceptual analysis allows us to identify gaps, highlight relevant contributions, and suggest directions for future research in the area of Quilombola School Education.