The research that resulted in this dissertation deals with Quilombola School Education. The
study site was Quilombo Saracura, in the municipality of SantarÈm, an Amazon floodplain
region, whose uniqueness is significant because it is land that is flooded for a long period of the
year, greatly affecting the way of life of its inhabitants. The general objective was to understand
the difficulties and pedagogical challenges at Escola Nossa Senhora do Livramento in the
period 2018-2022. In 2018, the school collapsed, bringing major reconstruction challenges in
both the physical structure and pedagogical issues, leading teachers, students, the management
team and other professionals to create alternative strategies for the continuity of education
provision, due to the health crisis. Covid-19 and issues arising from policies put into practice
by the Brazilian government. The investigation led to the formulation of the following problem:
What are the difficulties and pedagogical challenges of School Education at the V·rzea Nossa
Senhora do Livramento School, Quilombo Saracura, in SantarÈm-Par·, with the intensification
of conservative neoliberal policy in the period from 2018 to 2022? The research is configured
in the bibliographical and documentary type, combined with fieldwork procedures, having as a
theoretical methodological reference historical-dialectic materialism in dialogue with
Ethnography and with theories in which the themes of Rural Education, territoriality and issues
are present. related issues, such as: dialogue with Black Epistemologies and between class and
race, fundamental for understanding and acting in education from an anti-classist, anti-capitalist
and anti-racist perspective. The results indicate the precariousness of teaching work, since more
than 90% of employees are temporary employees, in addition to contradictions with Rural
Education at Quilombo Saracura. It was possible to identify an alignment with neoliberal
policies and agendas, which has contributed, in the local context, to the weakening of specific
public policies. Despite the efforts of individuals who work in public education, in order to
implement Quilombola School Education in the municipal network, there is still no specific
school curriculum that favors debate and the construction of knowledge focused on the African
and Afro-Brazilian matrix. Brazilian. The research also highlighted neglect, exclusion and
abandonment of formally established education, especially when aimed at the black and
quilombola population. The invisibility of black people in terms of access to knowledge
education; contributed to the deepening of the exploitation of the workforce of this population,
which, in the midst of the degrading slave, capitalist and racist system, has always resisted in
an active and articulated way, throughout history. In this way, it is understood that such difficulties need to be faced and overcome, so that it is possible to carry out the challenge of
making the school an instrument of social and racial transformation, providing plural dialogues,
which contribute to the construction of knowledge and identity. cultural in/of the place where
it is located.
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