COMMUNITY, EDUCATIONAL INSTITUTIONS AND SUBALTERNIZED MEMORIES: AN INTERSECTIONAL ANALYSIS IN LIGHT OF THE HISTORY OF EDUCATION AND BRAZILIAN LEGISLATION

Abstract

This article examines the notion of community through the history of educational institutions, socially marginalized memories, intersectionality, and Brazilian educational legislation. It aims to discuss contributions from the history of education, oral history, and ethnic-racial studies to understanding the relationships and tensions between educational institutions, community experiences, and the recognition of rights. The study adopts a qualitative bibliographic approach combined with documentary analysis of the 1988 Federal Constitution, the National Education Guidelines and Bases Law, Laws No. 10,639/2003 and No. 11,645/2008, and the National Curriculum Guidelines for Quilombola School Education. Intersectionality is used as an analytical tool to examine the articulation of race, gender, class, and territory. The discussion indicates the importance of investigating how educational institutions select, legitimize, and transmit knowledge, and how the experiences of historically marginalized groups can broaden understandings of the history of education. The article concludes that school-community relations must be examined in light of historical conditions, representational conflicts, and the participation of social actors in educational processes.