CONSTRUCTING THE DIFFERENCE: QUILOMBOLA SCHOOL EDUCATION AND THE SOCIAL SCIENCES

This article aims to reflect about the role played by anthropology in the political agenda that resulted in the institution of the subject of rights known as “Quilombola” in the Federal Constitution of 1988, as well as the predominance of anthropological grammar and its recontextualization in Quilombola School Education. Our sources include discussions about the interaction between the field of anthropology with government entities, social movements, the National Curricular Guidelines for Quilombola School Education and an ethnographic experience in a teacher training course. We concluded that public policies geared towards Quilombola communities stemmed from a discourse centered in ethnicity, based on the protagonism of anthropology’s participation in this public agenda.

QUILOMBOLA EDUCATION; PUBLIC POLICIES; CURRICULUM; IDENTITY