Trajetórias sócioespaciais de estudantes quilombolas de Cedro e Buracão: desafios e perspectivas educacionais em Quilombos no Sudoeste Goiano

• Autor(a) principal: Furtado, George da Cunha
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000cf3k
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/13498
• topic: Educação quilombola; Desigualdades educacionais; Racismo; Quilombola education; Educational inequalities; Racism; CIENCIAS HUMANAS::GEOGRAFIA

The dissertation investigates the socio-spatial trajectories of quilombola students, highlighting how the quilombola population remains marginalized in the Brazilian educational structure. Focusing on quilombola communities in the state of Tocantins, specifically in Quilombos Cedro and Buracão, the research identifies that the search for formal education is often hampered by logistical challenges, lack of resources and racism. School, seen as a means of entering the "white world", fails to adequately meet quilombola needs, exacerbating educational and racial inequalities. The trajectories of these students are marked by displacements in search of better educational and work opportunities, reflecting historical racial and socioeconomic inequalities. In addition to migratory challenges and institutional resistance, the research reveals the urgent need for public policies that promote inclusive and anti-racist quilombola education. The investigation also addresses the history of black education in Brazil, highlighting how persistent barriers limit the educational access and social mobility of quilombolas. The experiences of these students are characterized by a continuous fight against racism and the search for full citizenship, highlighting the importance of affirmative actions and an education that recognizes and values ethnic and cultural diversity. The dissertation reveals that the school trajectories of quilombolas are deeply intertwined with issues of identity, territory and the struggle for rights, pointing to the urgent need for transformations in the Brazilian educational system. The life stories of quilombola students reflect the demographic transformations in the communities, with displacements motivated by the search for education and employment. The dissertation also examines the absence of a specific educational project for quilombolas in Goiás, highlighting the need for a detailed survey of the educational demands of these communities for an education that considers their experiences, life stories and community values. Ultimately, the research points out that the school trajectories of quilombolas reveal the importance of a contextualized and inclusive education, capable of promoting social justice and combating the historical and contemporary inequalities that these students face.