Quilombola Territory Research Articles

Quilombola women confronting digital discrimination in Brazil

This work discusses the relationship between digital disconnection and the violation of rights in Quilombola territories. Quilombolas are an ethnic-racial group with Black origins associated with oppression and resistance over the centuries in Brazil. The research was conducted with 41 women aged between 18 and 73 who are leaders in 35 remaining Quilombola communities in Minas Gerais, Brazil. The impacts of limited access to information and communications technology (ICT) were assessed using an intersectional perspective, considering social markers of difference such as gender, social class, ethnic-racial belonging, and territory. The results show that 11 territories lack internet service, significantly restricting access to information, health, education, and social participation. The research points to the need for considering digital inequity as another matrix of intersectional oppression, as being disconnected or having restrictions on access and use of ICT increases the vulnerability of these territories, especially for the Quilombola women.

Using a Cultural Keystone Species in Participatory Monitoring of Fire Management in Indigenous Lands in the Brazilian Savanna

There is a consensus that fire should be actively managed in tropical savannas to decrease wildfire risks, firefighting costs, and social conflicts as well as to promote ecosystem conservation. Selection and participatory monitoring of the effects of fire on cultural keystone species may be an efficient way to involve local stakeholders and inform management decisions. In this study, we investigated the effects of different fire regimes on a cultural keystone species in Central Brazil. With the support of diverse multiethnic groups of local fire brigades, we sampled Hancornia speciosa (Apocynaceae) populations across a vast regional range of 18 traditional territories (Indigenous Lands and Quilombola Territories) as well as four restricted Protected Areas. We considered areas under wildfires (WF), prescribed burns (PB) and fire exclusion (FE) and quantified tree mortality, canopy damage, loss of reproductive structures and fruit production following a simplified field protocol. Areas with H. speciosa populations were identified and classified according to their fire history, and in each sampled area, adult plants were evaluated. We hypothesized that WF would have larger negative impact on the population parameters measured, while FE would increase plant survival and fruit production. We found that tree mortality, canopy damage, and loss of reproductive structures were higher in areas affected by wildfires, which also had the lowest fruit production per plant compared to PB and FE areas, corroborating our hypotheses. However, we also found higher mortality in FE areas compared to PB ones, probably due to plant diseases in areas with longer FE. Considering these results and that the attempts to exclude fire from fire-prone ecosystems commonly lead to periodic wildfires, we argue that the Integrated Fire Management program in course in federal Protected Areas in Brazil—based on early dry season prescribed fires—is a good management option for this, and likely other, cultural keystone species in the Brazilian savanna.

Oralities and escrevivência project: a proposal for Quilombola-specific school education in Amazonia

This article presents an account of the experience of quilombola teachers and multipliers on the trajectory of the Quilombola Pre-University Course "Oralidades e Escrevivências", Conceição Evaristo's concept. The proposal caters for quilombolas taking part in the Special Selection Process (PSE) at the Federal University of Pará, Amazonia Brazil. The Quilombola entrance exam caters for young black and quilombola people living in the community and belonging to the Moju Miri riverside and quilombola territory, Pará, Amazonia. The project has already enabled more than 20 students to pass various courses, including: Law, Dentistry, Nutrition, Engineering and Degree courses. The pedagogical practice that represents us is Quilombola Specific School Education in the dimensions of territory and ancestry. Methodologically, we used experience reports and reflective analyses, based on Dealdina (2020), Kilomba (2019) and Evaristo (2020). We found that having policies is not enough to get into university, without the teaching-learning practices making sense to the students who live and breathe the quilombo.

Changes in the landscape, threats, and the struggle of the quilombola communities from Alto Trombetas for their territories

ABSTRACT This study addresses landscape changes in the quilombola territories of the communities Alto Trombetas 1 and 2, on the banks of the Trombetas River. It also points out transformations that have taken place since the creation of federal conservation units and the installation of bauxite mining activities in the region. The production and management of overlaps involves a heterogeneous network of state actors, artifacts, and socio-technical apparatuses that materialize interventions in the landscape, in a web of government bodies, norms, and a discourse favorable to progress and profit. This overlap has made the communities organize themselves against the invasion of their lands and struggle constantly to give visibility to the effects of mining and conservation units. We conclude that the history of questionable interventions from different sectors of the state has compromised the coexistence of quilombola territories with other lives in the region. Also, the lack of monitoring and studies focused on the effects of mining on quilombola communities shows how environmental racism falls upon racialized bodies and territories. However, quilombola communities continue to resist in their ancestral territories.

May daydreams haunt the quilombola territories

This work consists of the subject Culture, Knowledge and Imaginary in Amazonian Education in dialogue with my Master's thesis. And in this article I come to say about the importance of daydreaming about the challenges faced by quilombos in their territories, as well as the schools located within the quilombos, and the conservation of the memories of these people in future generations, thereby bringing educational practices to this rescue. Following this narrative we reached some objectives; what daydreams do we want for our quilombola territories through educational practice? How has the quilombola territory been thought of by the community through the school context? in order to arrive at a possible reason and against the facts, the research was carried out through the Dialectical Materialist methodology with a Decolonial approach. One of the daydreams is through the school in communion with the association of residents of the territory, to legalize these lands with the competent bodies because the process is quite time-consuming, and in addition, the rescue of the quilombola identity and its ancestry, has been taking place gradually .

Mulheres quilombolas e a luta pelo território na perspectiva do feminismo decolonial

Abstract The present work aims to analyze, from the point of view of decolonial feminism, the struggle of quilombola women for the recognition of their ancestral territories. Decolonial feminism manifests itself in the Latin American context, giving visibility to its subaltern representations, to Latin American, Afro-descendant, mestizo, and indigenous women, and in this scenario quilombola women are also included. In Brazil, decolonial theories and practices are drawn from theoretical discussions held by more classical theorists, such as Lélia Gonzalez and Sueli Carneiro, and contemporary ones, such as Carla Akotirene, to address issues that are closer to the reality of Brazilian women. The phenomena that support the theories are glimpsed in the daily struggles of black women, especially quilombolas, for the right to the recognition of their territories - denied by the State and which potentiates the various forms of violence, including gender violence. These practices are carried out by quilombola leaders in the private and public contexts and correspond to the notion of female empowerment linked to the collective context. For the analysis of the application of the theories and phenomena, the deductive method was used and as methodological procedures, the literature review and the analysis of available data and documents. We conclude that decolonial feminism should increasingly observe more the phenomena than the theories and that the feminine resistances in and through the quilombola territory go through struggles for the recognition of gender identities to mitigate the overlapping violence.

The role of different governance regimes in reducing native vegetation conversion and promoting regrowth in the Brazilian Amazon

Area-based conservation measures, including protected areas (PA) and other effective area-based conservation measures (OECM), play an important role in biodiversity conservation. In the Brazilian Amazon, even though Conservation Units and Indigenous Lands have been shown to reduce deforestation, few studies have addressed Quilombola Territories, and none of the above-mentioned areas were evaluated according to their role in promoting native vegetation regrowth. Here, we used a matching analysis to show that Brazilian Amazon Indigenous Lands, Quilombola Territories, and two types of protected areas (Conservation Units of Restrict Use and Sustainable Use) contribute to reduced native vegetation conversion, when compared to their control areas. Indigenous Lands and Conservation Units of Restrict Use lost respectively 17 and five times less native vegetation cover than their unprotected control areas, between the years of 2005–2012. Similarly, Quilombola Territories had native vegetation loss rates 5.6 times lower than in matched controls. Importantly, our results demonstrate for the first time that between 2012 and 2017 Indigenous Lands and Quilombola Territories contributed two and three times more to native vegetation regrowth – a critical process for safeguarding biodiversity in many, if not all, parts of the world. Our results underscore the importance of areas beyond the formal protected areas system in conserving biodiversity and promoting forest regrowth.

Territórios rurais contra a Covid-19: saberes, fazeres e reflexões por meio da Educação Popular em Saúde

This article is founded on the systematization of Oscar Jara’s experiences to rebuild the paths of Participatory Action Research in Health in rural communities based on experiences of prevention and health care in coping with Covid-19. Since June 2020, we have been developing popular education experiences in rural health guided by Paulo Freire’s pedagogy in northern territories and in the coastal lowlands of the state of Rio de Janeiro, specifically in areas of agrarian reform linked to the Landless Workers Movemen (MST); a quilombola territory; and a women’s collective connected to the Working Group of Women of the Serramar Articulation of Agroecology (GT Mulheres Serramar). The analysis of these experiences points towards pedagogical alternatives produced from academic and popular knowledge, seeking support in popular communication, in the protagonism of rural communities, especially with regard to women as producers of knowledge, care practices and resistance.

Licenciatura em Educação do Campo - UnB e a formação de docentes Intelectuais Coletivos: influências da Pedagogia Socialista na formação de educadores do campo do Território Kalunga – Goiás

O presente texto discute a Licenciatura em Educação do Campo da Universidade de Brasília, buscando identificar quais os elementos do processo formativo que contribuem com a formação de Intelectuais Coletivos do povo quilombola Kalunga, para atuação no trabalho docente, na gestão escolar e na gestão comunitária, de modo a incorporar saberes dos sujeitos e suas pautas reivindicatórias nesse processo. A abordagem metodológica tem como suporte o Materialismo Histórico Dialético para análise de pesquisas realizadas na LEdoC - UnB e no território quilombola Kalunga. Tais pesquisas referem-se ao trabalho apoiado pelo CNPq e a uma pesquisa de Doutorado em andamento. Em ambas, recorrem-se aos instrumentos da pesquisa participante (Schmidt, 2006); de observações; análise documental de produções acadêmicas dos sujeitos envolvidos e entrevistas semiestruturadas. Este artigo fundamenta-se no constructo teórico e prático da Educação do Campo, nas influências da Pedagogia Socialista e na formação de Intelectuais Coletivos na perspectiva gramsciana. Os resultados encontrados apontam que a formação da LEdoC - UnB tem repercutido não apenas na formação para a docência, mas também nas esferas sociais de atuação dos sujeitos como lideranças escolares e comunitárias, fortalecendo processos que vêm desencadeando relevantes transformações coletivas, apesar das variadas tensões e contradições que desafiam permanentemente a atuação desses Intelectuais Coletivos.
 Palavras-chave: Licenciatura em Educação do Campo, formação docente, pedagogia socialista, intelectuais coletivos.
 
 UnB’s Degree in Education for Rural Areas (LEdoC - UnB) and the training of teachers/collective intellectuals: influences of Socialist Pedagogy in the training of educators for rural areas based in the Kalunga Territory - Goiás
 ABSTRACT. The present text discusses the Degree in Education for Rural Areas at the University of Brasília, seeking to identify which elements of the training process of this Degree contribute to the formation of the Kalunga Quilombo people as collective intellectuals and to their performance as teachers, school and community managers, so as to incorporate the knowledge of these individuals and their demands in this process. The methodology is based on Dialectical Historical Materialism and research carried out both at LEdoC-UnB and in the Kalunga-Goias Quilombola territory. These researchs are linked to the work supported by CNPq and to Doctoral research, in both, resorting to the instruments of participant research (Schmidt, 2006), making observations, document analysis of academic productions of the individuals involved and semi-structured interviews. This article is based on the theoretical and practical construct of Education for Rural Areas; the influences of Socialist Pedagogy and the formation of collective intellectuals in the Gramscian perspective. The outcomes indicate that the formation of LEdoC-UnB has had repercussions on both teacher’s training and individuals’ social spheres of action, such as school and community leaders strengthening processes that have been triggering relevant collective transformations, even before tensions and contradictions that permanently challenge their performance.
 Keywords: Degree in Education for Rural Areas, teacher training, socialist pedagogy, collective intellectuals.
 
 La Licenciatura en Educación del Campo-UnB (LedoC-UnB) y la formación de docentes/intelectuales colectivos: influencias de la Pedagogía Socialista en la formación de educadores en el campo del Territorio Kalunga - Goiás
 RESUMEN. Este texto discute la Licenciatura en Educación del Campo de la Universidad de Brasilia, buscando identificar qué elementos del proceso de formación de esta Licenciatura contribuyen a la formación del pueblo Quilombola Kalunga como intelectuales colectivos, en sus trabajos como docentes, en la gestión escolar y gestión comunitaria, con el fin de incorporar sus saberes y sus demandas en este proceso. La metodología se basará en el Materialismo Histórico Dialéctico, en investigaciones realizadas en la LEdoC-UnB y en el territorio quilombola Kalunga. Estas investigaciones están vinculadas a un trabajo apoyado por el CNPq y a una investigación de Doctorado, en ambos, recurriendo a los instrumentos de investigación participante (Schmidt, 2006), observación, análisis documental de las producciones académicas de los involucrados y entrevistas semiestructuradas. Este artículo se basa en el constructo teórico y práctico de la Educación del Campo; las influencias de la Pedagogía Socialista y la formación de intelectuales colectivos en la perspectiva Gramsciana. Los resultados indican que la formación de la LEdoC-UnB ha repercutido en la formación para la docencia y actuación social de los sujetos, como los procesos de fortalecimiento de los líderes escolares y comunitarios que vienen desencadenando transformaciones colectivas relevantes, aunque se enfrenten a tensiones y contradicciones permanentemente.
 Palabras clave: Licenciatura en Educación en el Campo, formación de profesores, pedagogía socialista, intelectuales colectivos.

Metodologias de ensino e aprendizagem no ensino de Ciências na Escola Euclides Moreira Pontes, Comunidade Quilombola São Benedito do Vizeu - Pará

O presente trabalho trata sobre metodologias de ensino e aprendizagem voltadas para o ensino de ciências na escola Euclides Moreira Pontes, comunidade Quilombola são Benedito do Vizeu, no Pará, cujo objetivo é propor metodologias no ensino de ciências, voltado para os aspectos educacionais, com práticas educativas que fortifique a singularidade histórica do território quilombola. A pesquisa discute a fragmentação do ensino e aprendizagem na área de ciências que são trabalhadas de forma tradicional, e para propor metodologias, foram realizadas entrevistas seguindo um roteiro de aplicação, direcionadas aos alunos e professores, seguidas de observação durante as aulas, para, por fim, direcionar metodologias eficazes como contributos à disciplina de Ciências (experimentações, aulas práticas, pesquisas, jogos). Ao final deste trabalho, foi possível observar que não há dúvidas que a aplicação de metodologias de ensino e aprendizagem contribui para a motivação, interesse e entusiasmo dos alunos para aprendizagem significativa.
 Palavras-chave: aulas práticas, práticas educativas, experimentação.
 
 Teaching and learning methodologies in teaching Sciences at Euclides Moreira Pontes School located in the Quilombola Community São Benedito do Vizeu-Pará
 ABSTRACT. This work deals with teaching and learning methodologies aimed at the science class at the Euclides Moreira Pontes School located in the Quilombola são Benedito do Vizeu community. The research discusses the fragmentation of teaching and learning in the area of sciences that are worked in a traditional way, thus proposing methodological proposals aimed at improving learning. Its objective is to propose methodologies in science education, focused on educational aspects, with educational practices that strengthen the historical singularity of the studied quilombola territory. For data collection, interviews were carried out following an application script, directed to students and a teacher of the science discipline, using observation in science classes, participation and development of new teaching methodologies such as: experiments, practical classes, research, games, in order to improve the teaching-learning process. At the end of this work it was possible to observe that the lack of differentiation of methodological practices in science classes, contributes to the lack of motivation, interest and enthusiasm of the students, harming the whole process of teaching and learning.
 Keywords: practical classes, educational practices, experimentation.
 
 Metodologías de enseñanza y aprendizaje en la enseñanza de Ciencias en Escuela Euclides Moreira Pontes Ubicada en la Comunidad Quilombola São Benedito do Vizeu-Pará
 RESUMEN. Este trabajo trata sobre metodologías de enseñanza y aprendizaje dirigidas a la clase de ciencias en la escuela Euclides Moreira Pontes ubicada en la comunidad Quilombola São Benedito do Vizeu. La investigación discute la fragmentación de la enseñanza y el aprendizaje en el área de las ciencias que se trabaja de forma tradicional, proponiendo propuestas metodológicas encaminadas a mejorar el aprendizaje. Su objetivo es proponer metodologías en la enseñanza de las ciencias, enfocadas en aspectos educativos, con prácticas educativas que fortalezcan la singularidad histórica del territorio quilombola estudiado. Para la recolección de datos se realizaron entrevistas siguiendo un guión de aplicación, dirigido a estudiantes y un docente de la disciplina científica, utilizando la observación en las clases de ciencias, participación y desarrollo de nuevas metodologías de enseñanza como: experimentos, clases prácticas, investigación, juegos, en con el fin de mejorar el proceso de enseñanza-aprendizaje. Al final de este trabajo se pudo observar que la falta de diferenciación de prácticas metodológicas en las clases de ciencias, contribuye a la desmotivación, interés y entusiasmo de los estudiantes, perjudicando todo el proceso de enseñanza y aprendizaje.
 Palabras clave: clases prácticas, prácticas educativas, experimentación.

Nas aberturas do tempo: Quilombo e descolonização cultural no Brasil contemporâneo em Torto Arado, de Itamar Vieira Jr.

This article aims to analyze the configuration of the quilombola territory in the novel Torto arado, by Itamar Vieira Junior. Therefore, the quilombo is taken as a historical event and as a political and artistic category capable of suggesting possibilities of cultural decolonization in contemporary Brazil.

ENSINAR NO QUILOMBO, ENSINAR O QUILOMBO: ESCOLARIZAÇÃO E IDENTIDADE RACIAL DOCENTE

The growing academic discussion on Quilombola School Education has involved more conceptual approaches about what it should be than the analysis based on the Quilombola and non-Quilombola teachers do in their teaching practices. Based on the teaching practices of these teachers in a school located in a quilombola territory, I present in this article an analysis of three directly associated aspects: a) reflections on the pedagogical practices within the school carried out by the teachers, b) individual reports on how the schooling process takes place in the daily life of the school, conceived in a variable way as "quilombola school" and as "school in the quilombola territory" and c) narratives and reports used to pedagogically define what each teacher conceives in their own professional practice as quilombola school education. Three contrasts appear between the reports of Quilombola teachers and non-Quilombola teachers: I) ways in which the community experience is brought to teaching practice, mediating who has more or less knowledge about the Quilombo culture; II) ways in which a certain quilombola school pedagogy can be conceptually elaborated, involving different values and purposes; III) place of discussions on racism, ethnic-racial identity and racial self-esteem, presented as closely associated aspects, but perceived under different orders of pedagogical and political relevance.

Entre avanços e bloqueios: uma análise da política de titulação de territórios quilombolas

The main purpose of this article is to analyse the entitling of quilombola territories in the context of policy formulation on the recognition of remaining quilombola communities’ rights in Brazil. To provide a broader understanding of this process, the article emphasizes the problematization of the entitling of quilombola territories by using the concept of public arena, created by Pragmatic Sociology, as an instrument to analyse actors’ collective action. The data collected was obtained from the agencies responsible for these policies and other sources available in electronic media. We also examined the empirical results of research conducted in Rio Grande do Sul, which had as its object the entitling processes of quilombola territories in the area. We argue that the analysis of policies related to entitling quilombola territories is inseparable from their construction as a publicly debated social problem. Thus, we conclude they are associated with political-institutional changes which had repercussions on the implementation of the same policies.

Local Judicial Practices in a Quilombola Territory in Marajó, Pará, Brazil

This article analyzes the socio-judicial organization of a Quilombola community in the state of Pará, Brazil. Using a pluralistic judicial systems approach, we seek to understand how Quilombolas define who has local land rights and to what capacity they can use the territory. The analysis was based on ethnographic field research in the community of Bairro Alto, on Marajó island, in Pará state, Brazil. Methods included: participant observation, interviews and questionnaires. The results showed that order in the territory is maintained through local judicial practices constructed during land occupation processes, and later reorganized on the basis of social relationships involving large-scale farmers, ranchers, neighboring Quilombola communities, and the State. Judicial tenets, intrinsic to the community, guide residents’ current land struggles where they are fighting to restore lands expropriated by ranchers that pertain to their original territory. Local legal practices converge with principles of article 68 of the Federal Constitution, making possible the correction of historical injustices related to land struggles in Quilombola communities.

Raça e exclusão do acesso à terra

O presente artigo científico expõe a formação da sociedade colonial/moderna no Brasil e o modo como as comunidades negras e quilombolas foram excluídas do acesso à terra e do reconhecimento da condição de proprietárias dos territórios imprescindíveis para a sua reprodução material e cultural. A Constituição da República de 1988 assegurou às comunidades quilombolas o direito à propriedade coletiva dos seus territórios, por meio do artigo 68 do Ato das Disposições Constitucionais Transitórias (ADCT). A política de regularização fundiária dos territórios quilombolas é, contudo, executada em ritmo extremamente lento. A lentidão da regularização fundiária dos territórios quilombolas prejudica as medidas reparatórias da discriminação racial sofrida pelas comunidades negras quilombolas.

Acquiring Knowledge the Quilombola Territory of the Jambuaçu River through the Games

This game aims to become a didactic-pedagogical tool to facilitate the interaction and transmission of history, culture and some traditional knowledge of quilombola community living in the Quilombola Territory of the Jambuaçu River, located in the municipality of Mojú, state of Pará, to be applied to the students of the local schools and students of the School of Application of the Federal University of Pará. It also aims to boost the interaction between these different worldviews, through the joint elaboration between quilombola researchers, community members of the Quilombola Territory of the Jambuaçu River and the others researchers

“If the river comes to an end, the community comes to an end”: pedagogical dimension of environmental racism

This article aims to analyze the educational practices that emerge from conflict situations in which ancestry and the right to the quilombola territory are appreciated. From the narratives of the residents of the Barreiros de Itaguaçu community with regard to the conditions of retrenchment of their traditional territory, we wanted to contribute—through the production of knowledge about the environmental racism experienced by the community—with the hope of increasing its visibility in places where the different axes ofcoloniality do not allow it. Living together within the community revealed that the residents create resistance strategies to fight the process of occupation of their territory. This idea of resistance that we describe here is not limited exclusively to the defense of the territory, it also refers to the defense of the ways of survival and to the defense of the community way of life, which evinces the quilombola identity. This context of community resistance is considered as a universe of tensions and diverse problems engendered by the worldwide colonial system, based on the different faces of coloniality, from where the quilombolacommunity-produced knowledges emerge, which query other ways of appropriating nature.

MEUS(MINHAS) FILHOS(AS) JAMAIS SERÃO PRETOS (AS) DE IAIÁ E NEM DE IOIÔ: Uma breve viagem através da maternidade das mães-pretas quilombolas que me confiaram suas meninas e meninos

ABSTRACT: This text has as its core, the sacred: the subjectivity of the quilombola black mother and her children. To this end, this writing will address issues surrounding the motherhood of the black woman and the fruit of that womb that is never free from violence and the restriction of existing while a black child. Therefore, since I will speak about the strength of the feminine within the quilombola territory of the Engenho da Ponte community (Cachoeira-Bahia), I intend to make a (re) tie between the relevance of quilombola motherhood and the desire to have the potential of their children, being seen and developed as a result from the actions of an extension project designed for this place. In order to deal with the importance of highlighting the abundance of black bodies of mothers and daughters/sons, I chose the names of Ângela Figueiredo, Marica Jocilene Nascimento and Nego Bispo to support me, to mark the authorship of my black people. And finally, as the sacred and the profane seem to go together, it is the experience of presenting a foreign language that will take the place of heresy in this brief narrative. However, so that the heterodoxy of teaching a colonial sign language does not prevail, I propose a foreign language teaching based on a progressive decolonial turn, whose theories imply us in proposing an agenda of struggle and combat against ancestral epistemicide and a necropolitics approved by all those who do not understand aquilombamento as a term that opposes academic guethos. KEYWORDS: black mother; black child; quilombola; foreign language

Comer em tempos de Covid-19: a experiência de um morador em uma comunidade carente

Este trabalho trata de uma análise narrativa sobre o comer em uma comunidade carente, território remanescente quilombola e as relações compreensivo-hermenêuticas que se estabeleceram naquele espaço simultaneamente ao advento da pandemia por Covid-19. Foram analisadas narrativas de um membro do Quilombo do Orobu, localizado na cidade de Salvador, Bahia, Brasil, obtidas de modo virtual. Utilizou-se a metodologia interpretativa com contribuições dos escritos de Gadamer, que remeteu aos significados histórico-sociais para interpretação do comer, da fome, do mundo do trabalho, do pertencimento e do distanciamento físico como medida de prevenção ao novo coronavírus em uma comunidade culturalmente aglomerada. A principal contribuição da interpretação dessa experiência narrativa surge da percepção de moradores da comunidade quanto a ausência de escuta ativa por parte do poder público, pertencimento alimentar ancestral e a compreensão aparentemente antagônica de isolamento sociointerativo dos moradores para enfrentar o Covid-19. Para um momento pós-pandêmico, veio à tona a interpretação da necessidade de discussões sobre a renda mínima infantil relacionada à alimentação escolar para crianças de baixa renda como medida de proteção à Segurança Alimentar e Nutricional na comunidade.

O PENSAMENTO DE ABDIAS NASCIMENTO E ANTÔNIO BISPO DOS SANTOS ACERCA DOS VALORES CIVILIZATÓRIOS QUILOMBOLAS: PROPOSTAS PARA UMA RECONFIGURAÇÃO DA SOCIEDADE BRASILEIRA

In this work, we intend to focus on the concepts of "Quilombo" as a space-territory of resistance and construction of black identities based on the interpretations of the works of two important black leaders in the anti-racist struggle: Abdias do Nascimento and Antonio Bispo dos Santos. For that, we use the works in which they conceptualize and present another look at the quilombola territories, a script marked by a decolonial perspective, very articulated with the historical demands of the black movements, especially the Quilombola black movements. Thus, we analyze the narratives of Abdias do Nascimento in "Quilombismo" and the dialogical writing of Antônio Bispo dos Santos in "Colonization, Quilombos: manners and meanings" and we demonstrate how they call the reader in addition to supporting the quilombola struggle to rethink their social and cultural values.