Theory of social reproduction, quilombola school education and socioeducational inequalities

Abstract

This work aims to discuss Quilombola School Education - EEQ, as it was constituted as a public educational policy aimed at the remaining population of quilombos throughout the national territory. This group has always been on the margins of society and the goods produced by it. To understand the struggle processes of the quilombola movement and how the EEQ was constituted as a policy, we rely on the discussions of Larchert and Oliveira (2013), as well as official documents from the Brazilian state. We sought to analyze this modality of Basic Education in the light of the Theory of Social Reproduction that emerged in the second half of the 20th century. To this end, we mobilize authors such as Bourdieu (2007) Bourdieu and Passeron (2014) and Nogueira (2021) with the concepts of Cultural, Social and Economic Capital and Bernstein (2003) using the discussion around the concept of recontextualization. Finally, we carried out a dialogue between the EEQ and the theoretical framework chosen to understand how the school, the curriculum and its discourses have contributed to social reproduction and, consequently, to transform social inequalities into educational inequalities. We emphasize that this reflection is part of a theoretical approach carried out in the doctoral research in education that is in progress at the Graduate Program in Education at the Federal University of Ouro Preto. "The present work was carried out with the support of the Coordination for the Improvement of Higher Education Personnel - Brazil (CAPES) - Financing Code 001".