TEACHER TRAINING AND SCHOOL MANAGEMENT FOR QUILOMBOLA SCHOOL EDUCATION: A CRITICAL NARRATIVE REVIEW OF BRAZILIAN LITERATURE (2010–2025)

Abstract

 This article critically analyzes the challenges of teacher education and school management aimed at implementing Education for Ethnic-Racial Relations (ERER) in Quilombola School Education (EEQ) contexts. A narrative literature review was conducted, based on 20 academic sources and official documents, including Brazilian legislation and studies on pedagogical practices, school management, and Quilombola territoriality. Findings indicate that initial teacher education still presents significant gaps in addressing Afro-Brazilian and Quilombola knowledge, while school manager training is scarce or non-existent, hindering the implementation of anti-racist educational policies. Additionally, there is a disconnect between legislation, public policies, and school practices, highlighting the need for integrated and context-sensitive actions. It is concluded that effective EEQ implementation depends on adequate teacher education and school management aligned with community territory and culture, reinforcing education’s role as an instrument of social justice and historical reparation.