Abstract
This article discusses the pathways of the Quilombola school education as a public policy to meet the educational needs of the quilombola population in brazil. First, it explores the discussions at the national level, like the guarantee of self-definition of commu- nities as quilombola under article 68 of the transitional provisions of the 1988 Constitution to, shortly thereafter, to focus on the specific policies for education. secondly, it deals with the quilombola communities of the state of sao Paulo, highlighting the creation of the nucleo de inclusao educacional (Center for educational inclusion) in the Department of education of the state (secretaria da educacao do estado de sao Paulo) in 2012, and the institutional- ization of the Quilombola school education as a specific teaching modality, in the publica- tion of the national Curriculum Guidelines for the Quilombola school education. Finally it presents some actions performed by the Center for educational inclusion in its first year of existence, aiming at the creation of a firm foundation to support the struggles in the pursuit of a differentiated quilombola education in factual and legal ways, with quality.
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