TEACHER TRAINING AND QUILOMBOLA EDUCATION: PERSPECTIVES AND DIMENSIONS FROM A LITERATURE REVIEW

Abstract

The present study aims to examine initial and continuing teacher training to work in quilombola education. To this end, a systematic literature review 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 in quilombola education was not a common or primary research theme in the studies, but a transversal theme to some work that addressed other issues. Therefore, given the few researches carried out, a better understanding by scholars is necessary, mainly due to the importance of Quilombola School Education and the training of teachers to work in this context, in view of the paradigmatic change of the science of education in the modern context.