This article discuss education in interface with the curriculum of the Petronília do Carmo school, located in the municipality of Cachoeira do Piriá, northeast of Pará state. The objective was to analyze how the school curriculum addresses the identity and multicultural issues of the Itamoari community in its pedagogical practice. The study is qualitative approach literature and field research. To carry out the research, we elected a multiseries class of Early Childhood Education and Elementary Education. The participants were eight students in the age group of -10 years old; a teacher/ manager; four subjects of the community, three mothers and one father. As a data collection technique, we use interview with the teacher/manager and the parents of the students. The data collection period occurred between October 2022 to February 2023, with field trips, semi-structured interviews, observations and records in the field diary to support our analysis. The results revealed that, despite the advances in relation to legislation that deals with quilombola populations, the cultural knowledge of these communities is still little affirmed and worked, both in the curriculum as in pedagogical practice. We understand that identity and knowledge are manifested in the symbolism of time and in the culture of knowledge transmission, and understand the curriculum structure of the educational practice. In this sense, it is necessary to concentrate the efforts of both public policies and school management of school contents with the historical knowledge of everyday life of the quilombola community in the organization of pedagogical work. Thus, this work aims to contribute to the reflections that have been built on the appreciation of knowledge/ do coming from the older, and focuses on the development of new paths to tread in the sense of approaching, through research, Identities and Knowledge that surround the E.M.E.F. Petronília do Carmo.
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