Paper short abstract:

In this communication we present how collaboration between the community's internal and external perspectives resulted in an original analysis that considered the agency of the quilombola community of Pinhões in the construction of the education proposal that interests it.

Paper long abstract:

This communication discusses the results of the collaborative practice of knowledge in the survey New models of school education among indigenous and quilombolas in Brazil. Quilombola school education has been instituted as a public policy in Brazil in recent decades, based on the legal recognition of remaining quilombola communities. The research, which had a quilombola researcher on its team, recorded the ways in which the territory of the Pinhões community appears or tensions school practices. In this communication we present how collaboration between the community's internal and external perspectives resulted in an original analysis that considered the agency of the quilombola community of Pinhões in the construction of the education proposal that interests it. We highlight the different places that housed the school initiative until its establishment in Pinhões territory and the repercussions of the recognition of the right to education for quilombola communities in a perspective of historical opposition to the slave regime and, above all, as a current expression of resistance to the unfolding of slavery. We demonstrate the arrangements of school practices in dialogue with Pinhões territory in three dynamics: the appreciation of community traditions as teaching content; the consideration of the community's festive calendar in the organization of the school calendar; and the scenes of school activities in community territory.