PATHS OF THE SCHOOL AND QUILOMBOLA TEACHING IN PINHÕES
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Abstract
This article discusses the agency of the quilombola community of Pinhões in the achievement of establishing a school in the quilombo, based on a master's research completed in 2020, in which women from the community were interviewed whose social practices constitute the quilombola territoriality in that place. In the narratives that recall moments from the personal lives of the interviewees, stories about an unusual social practice emerged: teaching in the quilombo. Following the trail opened by these women's memories, we reconstruct the paths that led to the establishment of the school, highlighting the strategies for accessing rights and the flows that mark the entry and exit of teachers in the quilombo's teaching practice. The article is organized into four parts, containing the introduction, the trails that make up the quilombo's school, the quilombo's teachers whose memories allowed us to access a genealogy of the quilombo's school and how it transformed into the school in the quilombo. Finally, we present considerations regarding education in the collective quilombola agency.
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