Banca de QUALIFICAÇÃO: FRANCISCO CÂNDIDO FIRMIANO JÚNIOR

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : FRANCISCO CÂNDIDO FIRMIANO JÚNIOR
DATE: 05/06/2025
TIME: 09:00
LOCAL: A ser definido
TITLE:

School in/of the Quilombo? An ethnography of public policies for Quilombola School Education in Sibaúma and Coqueiros, Rio Grande do Norte

KEY WORDS:

Quilombola Education; Ethnography; Racial Relations; Identity and Belonging; Public Policies.

PAGES: 144
BIG AREA: Ciências Humanas
AREA: Antropologia
SUBÁREA: Antropologia das Populações Afro-Brasileiras
SUMMARY:

This text presents preliminary results from an ethnographic experience in the field of quilombola school education in the state of Rio Grande do Norte, focusing on two communities: Coqueiros, in the municipality of Ceará-Mirim, where the Sérgio Varela Santiago Municipal School and the CERU Professor José Tito Júnior School are located; and Sibaúma, in Tibau do Sul, where the Padre Armando de Paiva Municipal School is located. The research investigated how issues related to quilombola identities, belonging, and differentiated education policies are articulated in everyday school practices and beyond, observing how these social dynamics rearrange the relationship between school, territory, and institutional recognition. Based on a multi-sited ethnographic strategy/experience, the educational practices of these communities were examined through field observation, interviews with teachers and community leaders, analysis of institutional documents and educational legislation, as well as a bibliographic review. The research adopts a comparative approach to examine contrasts and similarities between the two territories, considering the ways in which schools are mobilized in the construction of belonging, the affirmation of Black identities, and the reception (or rejection) of diversity-oriented policies. Although supported by legal frameworks such as Law No. 10.639/2003, the National Curriculum Guidelines, and the State Education Plan (Law No. 10.049/2016), the implementation of quilombolaeducation in RN remains shaped by local disputes. The data pointed to a mismatch between the official recognition of the communities and school practices, the redefinition of quilombola identity in Coqueiros, and the distancing from the quilombola educational agenda in Sibaúma. The schools functioned as sites of symbolic dispute, influenced by still-weak public policies and the limited incorporation of local knowledge. This study presents partial field data, with further ethnographic deepening planned for a later version of the thesis.

COMMITTEE MEMBERS:
Presidente - 1215344 - JULIE ANTOINETTE CAVIGNAC
Interna - 1642956 - JULIANA GONCALVES MELO
Interna - 1360691 - RITA DE CASSIA MARIA NEVES
Externo à Instituição - GIVANIA MARIA DA SILVA