Name: Paula Aristeu Alves
Type: MSc dissertation
Publication date: 24/07/2020
Advisor:
Name |
Role |
|---|---|
| Osvaldo Martins de Oliveira | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| Adelia Maria Miglievich Ribeiro | Internal Alternate * |
| Cleyde Rodrigues Amorim | External Alternate * |
| Osvaldo Martins de Oliveira | Advisor * |
| Sandro Jose da Silva | Internal Examiner * |
| Sérgio Pereira dos Santos | External Examiner * |
| Sônia Regina Lourenço | External Examiner * |
Summary: The Quilombola community of Retiro, located in the municipality of Santa Leopoldina (ES), is
the place WHERE the fieldwork for the elaboration of this masters thesis is carried out. The main
aim is to analyze the schooling trajectories built and narrated by the Quilombolas of this
community, who completed university education. The ways in which these subjects build and
carry out their projects for starting a higher degree education path, were targeted as the main
research problem. As methodological assumptions, the ethnosociologycal approach of Bertaux
(2010) was used, which allowed to conduct life narrative interviews about the Quilombolas
schooling paths, and subsequently interpret the data. The results showed that access to school
education is allowed by a series of particularities that include: a demand for schooling in the
Quilombola territory; difficulties arising from the absence of school transportation, leading
many students to walk to the educational centers; an elevated number of high school dropouts
caused by the need of entering the formal and informal labor market outside their territory. It
was also verified that the university entrance projects are built taking into account three
dimensions: individual interests; world view of the nuclear family; and the local community
context, WHERE it is aimed, through studies, to achieve improvement projects for the community.
In addition to the study and work balance, these projects comprise migration to urban areas
WHERE the teaching centers are located. It was concluded through the studied trajectories that
the identity construction processes and the formation of the ethnic principles of these
Quilombolas are part of the knowledge acquisition inherited from the ancestors and carried out
by the families and by the community. In all the cases analyzed, Quilombolas belong to families
that exercised or play a leadership role in the community and that, in 50% of these trajectories,
there is a connection between the leaders of the past and the new leaders in the present.
Keywords: Quilombolas; schooling trajectories; identity; future projects
