Diversidade quilombola e o direito à educação

• Ano de defesa: 2018
• Autor(a) principal: Silva, José Romário Araújo da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Diversidade Quilombola; Luta por reconhecimento; Plano estadual de educação; Quilombola diversity; Fight for recognition; State education plan; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/13007

In this master's dissertation we have brought the debate on quilombola diversity, seeking to understand the historicity of the movement from its earliest days: The period of enslavement, the struggle for freedom, recognition and visibility, through resistance movements, territorial and education. To do so, we seek to understand at national level how the process of public policies aimed at quilombola populations has been configured, bringing to the reality of the state of Paraíba, understanding its achievements, its obstacles and perspectives. Within this context, our research came from information obtained from the National Institute of Colonization and Agrarian Reform (INCRA), with the obtaining of the anthropological reports of the communities surveyed; of information from the Paraíba State Department of Human Development, understanding which policies are aimed at the Quilombos of Paraíba, and also the research done in two quilombola communities: Caiana dos Crioulos in the municipality of Alagoa Grande-PB and Matão in the municipality of Gurinhém-PB. Through interviews, within a qualitative approach and a dialectical perspective, we understand the reality of the communities surveyed, where the respondents' statements provided us with the necessary elements to understand what exclusion mechanisms prevail in these communities. Finally, in this work we seek to evidence the historicity of the quilombola movement and struggle for denied rights, among them education; aiming at their recognition and their social ascent, as citizens, within a democratic society that values each ethnic singularity and racial plurality.