This work deals with the interface of Quilombola School Education through the Teaching of
Geography, in Elementary Education II of public schools in Araguatins-TO, in compliance
with an education for ethnic-racial relations, and appreciation of the remaining quilombo
community on São Vicente Island in field of education. Even in the face of all the
commitment of the geography teachers, the result of the study is meager, as there are latent
absences that hinder the interphase between the two demands in the school environment.
Therefore, this exiguity, part of the observation of the absence of specific continuing
education for geography teachers, the lack of a multicultural curriculum, which makes visible
the existence of the black population and the remaining communities of quilombos (CRQ's) in
an effective way, as well as the lack of didactic material that guides the history and culture of
people of African descent, including quilombos, and their contribution to the formation of
Brazil. It should be mentioned that, there is legal support for the applicability of Quilombola
School Education, Resolution Nº 02/18 that makes it a teaching modality, and defines
guidelines for the valorization of CRQ's in the school environment, there is also Law
10.639/03 that deals with the mandatory study of “African and Afro-Brazilian History and
Culture” in public and private school establishments, the latter is not an exclusive legal device
for CRQ's, but irrefutably they are included in its prescription. The study was carried out
through a case study, through a theoretical framework and through field research through
interviews and the application of a questionnaire. It is a qualitative approach. The objective of
the research is to analyze the pedagogical proposals of geography teachers and the
performance of municipal and state public authorities, referring to Quilombola School
Education in Elementary Education II of public schools in Araguatins-TO. The scenario
shows that the performance of the municipal and state public authorities, in the face of the
legal provisions that support Quilombola School Education, is meager, as they do not
generate results that tone up an education for ethnic-racial relations, capable of breaking with
racism and prejudice still alive regarding CRQ's. The absence of educational policies that
make the black population visible, still operating in the educational system of the municipal
and state education network in Araguatins-TO, limits the possibility of recognition so desired
by the remnants of quilombo Island of São Vicente.
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