QUILOMBOLA SOCIOCULTURAL KNOWLEDGE AND AN EQUITABLE CURRICULUM IN ABAETETUBA-PA: BETWEEN THE PNEERQ AND TERRITORIAL (RE)EXISTENCE

Abstract

This article analyzes the recognition of Quilombola sociocultural knowledge and its incorporation into the construction of an equitable curriculum in Abaetetuba (Pará, Brazil), in light of the National Policy for Equity, Education for Ethnic-Racial Relations, and Quilombola School Education (PNEERQ). The research problem seeks to understand why, despite the existing legal frameworks, gaps still persist in implementing curricular practices that acknowledge cultural diversity, territoriality, and Quilombola collective identity. The guiding research question asks: which sociocultural knowledge and ethnic-racial relations emerge in the Quilombola communities of Abaetetuba, and how can these elements support an equitable, anti-racist, and contextualized school curriculum? The general objective is to analyze Quilombola sociocultural knowledge present in everyday community life and to discuss its possibilities for pedagogical translation into Quilombola School Education; specifically, the study aims to identify recurring sociocultural practices, interpret their links to territorial (re)existence, and propose territorially grounded curricular axes. The social justification lies in defending the right to education with cultural dignity and confronting structural racism; the scientific justification rests on contributing to debates on curriculum, decoloniality, and equity in the Amazon. Methodologically, the study adopts a qualitative approach based on systematic participant observation in three Quilombola communities, supported by field notes and content analysis. The results systematize formative axes related to memory and orality, territoriality, community reciprocity, and cultural languages, indicating that effective implementation of the PNEERQ requires continuous curricular restructuring, community participation, and permanent anti-racist pedagogical practices.