CULTURAL BARRIERS TO SCHOOL ACCESS: AN ANALYSIS OF PROFESSIONAL AND TECHNOLOGICAL EDUCATION IN ETHNIC, INDIGENOUS, OR QUILOMBOLA COMMUNITIES

Abstract

This study aimed to analyze the cultural barriers that affect the access and permanence of ethnic, Indigenous, and quilombola communities in Professional and Technological Education (PTE). The research, qualitative in nature and bibliographical in character, was based on the analysis of books, scientific articles, legislation, and official documents related to educational inclusion and cultural diversity. The study revealed that, despite legal advances established by the 1988 Federal Constitution and Laws No. 10.639/2003 and 11.645/2008, significant obstacles still hinder the implementation of inclusive and equitable education. The main findings highlight cultural, linguistic, and structural barriers that limit access to education, as well as the lack of adequate teacher training and specific permanence policies for these communities. The analysis showed that overcoming such challenges requires strengthening an intercultural educational perspective capable of integrating traditional and scientific knowledge. It is concluded that valuing cultural diversity and developing contextualized pedagogical practices are essential to building truly inclusive, democratic, and socially committed Professional and Technological Education.