Protagonismo e docência: as professoras quilombolas de Vila Nova dos Poções em Janaúba, no Norte e Minas Gerais

Abstract

Vila Nova dos Poções, located in the Gorutuba quilombo, in the north of Minas Gerais, was the focus of this study, which sought to analyze the teachers' narratives and understand their experiences in quilombola school education and their involvement in the community. The work highlights female leadership and how these women face complex interactions of gender, race and economics, influencing both education and community life. In a context of public policies aimed at reducing social inequalities and promoting racial and gender equality, this study contributes to academic literature by exploring the resilience of quilombola communities and their commitment to quilombola school education. Using an exploratory qualitative methodology, we collected and analyzed the narratives of teachers in Vila Nova dos Poções. Furthermore, we reviewed the literature, supported by authors such as Almeida (2018), Carvalho (2002), Mattos (2010), Moura (1983), and others. The results highlight the importance of quilombola women in preserving quilombola culture and promoting racial and gender equality. This study offers insights into the identities of teachers in quilombola contexts and emphasizes the need for public policies that support female leadership in these communities. We highlight the strength, resilience and leadership of quilombola women, celebrating the cultural richness of communities and promoting a more inclusive and equitable future. This summary invites readers to explore more deeply the experiences and challenges of quilombola teachers.