TEACHER EDUCATION AND QUILOMBOLA SCHOOL EDUCATION: UNDERSTANDING THROUGH A LITERATURE ANALYSIS

Abstract

The present study aims to examine teacher training to work in the Escolar Quilombola Education (EEQ). Therefore, a systematic review of the literature was carried out in works indexed in Scielo, Scopus and Web of Science, in the last ten years. The descriptors “education” and “quilombo” and “quilombo” and “education” were used, totaling 216 in the general search. After the selection of exclusion and inclusion criteria, as well as the final screening, 14 articles remained as a sample. Analyzing the selected works, it can be concluded that teacher training at the EEQ: i) was not a common or primary research theme in the studies, but a transversal theme to some work that addressed other issues; ii) there are challenges, absences, barriers and uncertainties regarding its conception and implementation. Therefore, given the importance of the EEQ and the paradigmatic change in the science of education in today's scenario, a better understanding of the theme by scholars and the adequacy of quilombola teacher training to the current Curricular Guidelines.