This study analyzes the discoursivities of black women and quilombolas on the process of
schooling in Basic Education in the community of the Quilombo do América in Bragança-PA.
It problematizes the discursivity of black women and quilombolas about the challenges and
perspectives in schooling in Basic Education for their life projects. The theoretical framework
was based on Lélia Gonzalez, Sueli Carneiro (2020), Angela Davis, Heleieth Saffiot, Bell
Hooks, among others for the discussion about black women. For the incursion about the
schooling process we dialogue with José Carlos Libâneo, Moacir Gadotti and Dermeval
Saviani. For discussions on ethnic-racial relations, we were guided by Lilia Schwarcz, Nilma
Gomes, Raquel Amorim Santos, Maria Malcher, among others. Methodologically, the study is
a qualitative approach with application of bibliographic and field research. For the generation
of the data we used the semi-structured interview with 06 (six) black women and quilombolas
about their schooling processes in Basic Education aiming at the challenges and perspectives
for their life projects. The analysis was based on the discourse analysis in Bakhtin and his
Circle, from the concept of Dialogism. The results of the study show that black women and
quilombolas face different and different challenges that contributed to their dropout from
school, whether by early pregnancy, obligations with domestic work, care and education of
their children, support for the family and also for the impediment of their spouses. In addition,
the distance from schools, the financial situation, school curricula disconnected from their
ethnic-racial belonging and the need for subsistence were preponderant barriers to dropping out
of schooling. Black women and quilombolas face structural racism and discrimination. As a
life perspective, these women state that school education is a field where knowledge is acquired,
improves their economic conditions through formal work and still contributes to the education
of their children. We conclude that the perspective of black women and quilombolas occurs
through the belief that education transforms social and economic life, criticality and resistance
for the confrontations of daily challenges demarcated by the patriarchy historically established
in Brazilian society, structural racism and racial discrimination that remain present in their lives
and that leads to their invisibility in Brazilian society. However, his life projects remain alive
through his incessant struggles for change, equality, respect, guarantee of rights and the
occupation of the most diverse social spaces, including the school.
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