The multigrade school as a service to the Quilombola school community

Abstract

This article analyzes the devaluation, invisibility, and closure of multigrade schools by the public authorities, especially in Quilombola schools. The objective is to highlight aspects often neglected about the distinctive character of multigrade schools in certain territories, as a space for knowledge, exchange of experiences, and socialization; and their possibility of providing experiences and preparation for diversity, for a quality life, and for the formation of citizenship. The starting point was a multigrade school in the remnant community of Quilombo called Tanque do Padre Pinhal in Poconé, Mato Grosso, Brazil. Sociological aspects are discussed that indicate the possibility of the adhesion of multi-grade schools in Quilombo communities. Based on the methodological assumptions of Oral History, the research uses qualitative approaches to Quilombola Education. In addition, the analysis of documents, legislation, and norms suggests the increasing closure of multi-grade schools in Quilombola communities without adequately offering educational alternatives in compliance with legislation.