BETWEEN SILENCE AND RESISTANCE: THE CLOSURE OF QUILOMBO SCHOOLS IN BRAZIL: PERIOD FROM 2015 TO 2025

Abstract

This scientific article conducts a literature review on the closure of quilombola schools in Brazil, covering the period between 2015 and 2025. The research seeks to understand the dynamics and factors that led to the closure of schools in quilombola communities, reflecting on their social, cultural, and educational implications. The analysis of the studies reveals that the closure of these schools is linked to inadequate public policies, a lack of investment and recognition of the cultural identity of quilombola communities, as well as economic and social pressures. The study also highlights the negative impacts observed on access to education, cultural preservation, and local development prospects. Based on the literature review and future projections, this article seeks to promote greater awareness and encourage institutions to promote educational policies that respect and value the uniqueness of quilombola communities, ensuring them adequate teaching and learning conditions. Based on the theoretical framework of the coloniality of power (Quijano), institutional racism (Carneiro; Mbembe), and perspectives on the decolonization of knowledge (Walsh; Freire), it is interpreted that these closures do not represent merely administrative decisions, but rather the continuation of historical processes of exclusion that render quilombola individuals and their knowledge invisible. The study also highlights the negative impacts observed on access to education, cultural preservation, and local development prospects.