STUDENTS QUILOMBOLA: SCHOOL AND ETHNIC IDENTITIES-RACIAL

Authors

  • Sandra Pereira Tosta
  • Ligia Marise Costa

DOI:

https://doi.org/10.17058/rea.v0i0.3287

Keywords:

Identidades, Jovens Remanescentes de Quilombo, Instituição Escolar

Abstract

In this article, we consider about the identity construction of young high school students, community residents remaining Quilombo and the contribution of the school for the construction of such identities. We understand that identities are forged, built or denied within different times and places and always in opposition or contrast to other identities, in a game relational or non-recognition of otherness. Among the results, we emphasize that the school is silent on crop Maroons. In contrast to this reality, students listened value school and education as a necessary means to achieve economic rise and somehow contribute to the progress of the community where they live. Finally, we note that such subjects, despite studying outside their community and a school that does not value their culture, yet they recognize and are proud of the condition of being maroon.

Downloads

Download data is not yet available.

Author Biographies

Sandra Pereira Tosta

Doutora em Antropologia Social. Professora da PUC-Minas.

Ligia Marise Costa

Mestre em Educação pela PUC-Minas. Professora de história da Secretaria de Estado de Educação de Minas Gerais

Downloads

Published

2013-04-26

How to Cite

Tosta, S. P., & Costa, L. M. (2013). STUDENTS QUILOMBOLA: SCHOOL AND ETHNIC IDENTITIES-RACIAL. Reflexão E Ação, 149-171. https://doi.org/10.17058/rea.v0i0.3287

Issue

2013: (nº Especial): Educação Indígena e Afro-descendente: políticas e práticas

Section

Artigos Temáticos

License

The submission of originals to this journal implies on the transference, by the author(s), of the printed and digital publishing rights. The author´s rights to the published articles are the author´s, the journal has the rights over the first publication. The author(s) can only use the same results in other publications, indicating clearly that this journal was the original publisher. Since we are an open access journal, the free use of articles is permitted for educational and scientific applications, as long as they inform the source according with the CC-BY license from Creative Commons.