THE QUILOMBO AT SCHOOL: EMPOWERMENT OR INVISIBILITY?

Abstract

This article aims to analyze the extent to which the school under investigation constitutes a space of empowerment or invisibility for quilombola students from the Olhos D’Água do Badu Community. The research adopted a qualitative approach grounded in Bardin’s content analysis. Questionnaires and focus groups were conducted with eight quilombola students in the 2nd and 3rd years of upper secondary education, along with interviews with three teachers from the institution. The results reveal that students do not feel represented in school content, identifying an absence of pedagogical practices that value quilombola culture. This invisibility negatively affects their self-esteem and sense of belonging. On the other hand, the teachers recognize the importance of affirming quilombola identity but point to gaps in their training to implement inclusive methodologies. It is concluded that, although there are isolated efforts, the school still lacks structural actions that strengthen quilombola identities. The study reinforces the need for an intercultural curriculum, participatory pedagogical practices, and teacher training focused on diversity. Only then can the school consolidate itself as a space of resistance, empowerment, and social emancipation.