SCHOOL EDUCATION FOR MAROONS: PROPOSAL OF A DIFFERENTIATED EDUCATION
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Abstract
This article aims to bring reflections on the importance of implementation of the National Curriculum Guidelines for School Education for Maroons (DCNEEQ) in educational establishments in remaining areas of maroons. For this, we bring some school census data conducted by the National Institute of Educational Studies and Research Anísio Teixeira (INEP) in 2014, turning our attention to some legal provisions that deal with education in differentiated and articulated approach to race relations, such as Art. 26a of the LDB 9394/1996, the National Curriculum Guidelines for the Education of Racial-Ethnic Relations and the Teaching of Afro-Brazilian and African Culture and History, the National Education Plan, among others. We understand that to be a truly differentiated education, we need to consider, the maroon communities values, such as traditions, memory, way of work, artistic and cultural demonstrations and expressions, orality and the various ways to deal with the land.
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