scholarly journals OS NOVOS CURRÍCULOS DOS CURSOS DE PEDAGOGIA: indicadores e tendências

2018 ◽  
Vol 25 (4) ◽  
pp. 53
Author(s):  
Luís Távora Furtado Ribeiro ◽  
Josefa Jackline Rabelo ◽  
Maria das Dores Mendes Segundo ◽  
Francisca Maurilene do Carmo
Keyword(s):  
Teacher Training ◽  
Qualitative Approach ◽  
National Association ◽  
National Council ◽  
Research Development ◽  
Interdisciplinary Curriculum ◽  
Mato Grosso ◽  
Education Professionals ◽  
New Curriculum ◽  
Curriculum Guidelines

Neste artigo realizamos uma síntese proveniente de uma pesquisa, em desenvolvimento, a respeito dos indicadores teórico-metodológicos presentes na organização dos novos currículos dos cursos de Pedagogia no contexto das diretrizes curriculares nacionais. Para tanto, com base numa revisão teórico-documental, de abordagem qualitativa, revisamos os projetos pedagógicos em cinco instituições, entre os anos de 2011-2016, a saber: Universidade Federal de Mato Grosso; Universidade Federal de Pernambuco; Universidade Federal de São João Del-Rei; Universidade Federal de Viçosa e Universidade Federal do Ceará. Avaliamos ademais as Resoluções Nº1 de 15.05.2006 e Nº2 de 1.07.2015, do Conselho Nacional de Educação, situando os documentos da Associação Nacional pela Formação dos Profissionais da Educação. Por fim, indicamos as tendências curriculares flexíveis e interdisciplinares no campo da formação docente nos cursos de pedagogia e licenciaturas.NEW CURRICULUM FOR THE PEDAGOGY´S COURSES: indicators and tendenciesAbstract In this article we do a summary from a research development about the theoretical and methodological indicators present in the organization of the new curriculum of Pedagogy in the national's context of curriculum guidelines. Therefore, based on a theoretical and documentary review of qualitative approach, we review the educational projects in five institutions between the years 2011-2016, namely: Federal University of Mato Grosso; Federal University of Pernambuco; Federal University of Sao Joao del Rei; Federal University of Viçosa and the Federal University of Ceará. In addition, we will evaluate the resolutions of 15.05.2006 1 and 2 of 07.01.2015, the National Council of Education, placing the documents of the National Association for Training of Education Professionals. we will also provide a flexible and interdisciplinary curriculum tendencies in the field of teacher training in pedagogy courses and degrees.Keywords: Pedagogy´s Courses. Curriculum. Teacher training. Indicators. LOS NUEVOS CURRÍCULOS DE LOS CURSOS DE PEDAGOGÍA: indicadores y tendenciasResumenEn ese trabajo realizamos una síntesis proveniente de una investigación, en desarrollo, acerca de los indicadores teóricos y metodológicos presentes en organización de los nuevos currículos de los cursos de Pedagogía en el contexto de las directrices curriculares nacionales. Para tanto, con base en el repaso teórico y documental, de abordaje cualitativa, revisamos los proyectos pedagógicos en cinco instituciones, entre los años de 2011-2016, a saber: Universidad Federal de Mato Grosso; Universidad Federal de Pernambuco; Universidad Federal de São João Del-Rei; Universidad Federal de Viçosa y Universidad Federal do Ceará. Evaluamos además las Resoluciones Nº 1 de 15.05.2006 y Nº 2 de 1.07.2015, del Consejo Nacional de Educación, situando los documentos de la Asociación Nacional por la Formación de los Profesionales de la Educación. Por fin, indicamos las tendencias curriculares flexibles e interdisciplinares en el campo de la formación de los profesores en los cursos de pedagogía y licenciaturas.Palabras clave: Cursos de Pedagogía. Currículos. Formación de profesores. Indicadores.

scholarly journals Education for Ethnic-Racial Relations in the new Curriculum Guidelines and in the Common National Base for the Initial Training of Brazilian Teachers: Implications for the Teaching of Anti-Racist Science and Biology

2021 ◽  
Vol 32 (4) ◽  
pp. 374-383
Author(s):  
Joaklebio Alves da Silva ◽  
◽  
Monica Lopes Folena Araújo ◽  
Keyword(s):  
Teacher Training ◽  
Ethnic Groups ◽  
Qualitative Approach ◽  
Educational Policies ◽  
Initial Training ◽  
Initial Teacher Training ◽  
Racial Relations ◽  
Curriculum Guidelines ◽  
The Common ◽  
Race Category

By ethnic-racial relations one understands the relations established between ethnic groups whose base is guided by race category, seen on a social perspective. Schools should be an environment propitious to the promotion of Education for Ethnic-Racial Relations, the teacher being an indispensable agent in this process. The present study is characterized as documentary research with a qualitative approach that sought to analyze, in a comparative perspective, evidence of a proposal for Education for Ethnic-Racial Relations present and/or absent in the Curriculum Guidelines and in the Common National Base for Initial Teacher Training (Resolution 2/2019), as well as the possible implications for the teaching of anti-racist Science and Biology in Brazil. The study leads us to conclude that the new Curricular Guidelines and the Common National Base for the Initial Teacher Training do not bring concrete evidence of an effective proposal for Education for Ethnic-Racial Relations as proposed by Resolution 2/2015, which was hastily revoked by Resolution 2/2019. The absence of these indications tends to result in negative implications for the teaching of anti-racist Science and Biology, since it was previously supported, we had found in the guidelines for teacher training an alternative to insert the study of ethnic-racial relations in undergraduate courses in the area. We hope that this study will collaborate for research in the area of ​​teacher training and ethnic-racial relations in the teaching of Science and Biology, especially for educational policies aimed at training teachers.

Fostering Mathematical Creativity Through Problem Posing and Three-Act Tasks

2021 ◽  
Vol 44 (3) ◽  
pp. 141-150
Author(s):  
Wendy M. Lewis ◽  
Madelyn W. Colonnese
Keyword(s):  
Creative Thinking ◽  
Mathematical Creativity ◽  
National Association ◽  
Problem Posing ◽  
Second Grade ◽  
Gifted Children ◽  
National Council ◽  
Second Grade Students ◽  
Concrete Manipulatives

The National Association for Gifted Children and The National Council of Teachers of Mathematics both call for problem posing. This article illustrates the strategies used during a series of three Three-Act Tasks to foster second grade students’ abilities to problem pose. The students’ problem posing improved across the three Three-Act Tasks and revealed mathematically creative thinking. To support and encourage the students to problem pose, the teacher asked generative questions, modeled various problems, provided concrete manipulatives, and had the students create their own sequel to the Three-Act Tasks.

Representations in Vocal Repertoire

2021 ◽  
Vol 78 (2) ◽  
pp. 161-170
Author(s):  
Paul Patinka
Keyword(s):  
Current Practice ◽  
Minority Groups ◽  
Demographic Data ◽  
Census Bureau ◽  
National Association ◽  
Future Generations ◽  
National Council ◽  
Theoretical Understanding ◽  
Use Of Social Media ◽  
Musical Canon

This paper seeks to understand representations in repertoire diversity found in audition selections for Carnegie Mellon University, the National Student Auditions hosted by the National Association of Teachers of Singing, the Wolf Trap Opera Company summer program auditions, and the Metropolitan Opera National Council auditions. Various forms of data collection and the ubiquitous use of social media have highlighted equity disparities in the treatment of minority groups. The singing community, like all music-makers, must reconcile past inequalities and adapt current practices based on inclusion rather than exclusion. Analysis of these selections is compared with demographic data from members of the National Association of Schools of Music and the U.S. Census Bureau. By amalgamating these various forms of evidence combined with interdisciplinary framing, this paper: 1) provides a framework of systematic issues facing minorities in vocal studies and performance; 2) develops a theoretical understanding of the musical canon; 3) evaluates the current content of the vocal musical canon; 4) displays representational disparities between canonic vocal works and the populations singing them, and; 5) highlights the need for change in current practice to remain equitable for future generations of singers. While systematic choices in repertoire selection may seem insignificant in the short term studies have shown that minority students viewing representations of themselves in positions of power have positive impacts on their growth and the likelihood of entering and studying in the field. Shifts in current practice are critically necessary for vocal studies to remain relevant and inclusive for future generations.

scholarly journals O SIGNIFICADO DO LUGAR E A VISIBILIDADE DOS DILEMAS SOCIOAMBIENTAIS VIVENCIADOS PELOS MORADORES DO BAIRRO JARDIM OLIVEIRA, CÁCERES, MATO GROSSO

2019 ◽  
Vol 4 (15) ◽  
pp. 303
Author(s):  
Almerinda Auxiliadora De Souza ◽  
Flávio Bezerra Barros
Keyword(s):  
Structured Interview ◽  
Qualitative Approach ◽  
Left Bank ◽  
Mato Grosso ◽  
The People ◽  
Basic Infrastructure ◽  
Del Rio ◽  
Relationship Of ◽  
The Relationship ◽  
Photographic Records

THE MEANING OF THE PLACE AND THE VISIBILITY OF THE SOCIO-ENVIRONMENTAL DILEMMAS LIVED BY THE PEOPLE OF THE JARDIM OLIVEIRA DISTRICT, CÁCERES, STATE OF MATO GROSSOEL SIGNIFICADO DEL LUGAR Y LA VISIBILIDAD DE LOS DILEMAS SOCIOAMBIENTALES VIVENCIADOS POR LOS MORADORES DEL BAIRRO JARDÍN OLIVEIRA, CÁCERES, MATO GROSSORESUMOEste estudo foi realizado no bairro Jardim Oliveira, situado na cidade de Cáceres/MT, à margem esquerda do rio Paraguai. O objetivo consistiu em entender a relação dos moradores com o lugar. A pesquisa foi de natureza exploratória e descritiva, com abordagem qualitativa. Para o levantamento de dados nos pautamos em observação, entrevista semiestruturada e registros fotográficos. Os resultados revelaram que o Jardim Oliveira é percebido pela experiência dos moradores, que mesmo com as limitações, conhecem, dão sentidos e significados ao lugar. Verificou-se a topofilia associada ao sentimento pelo lugar, o que poderia ser contraditório, visto que os mesmos interlocutores relataram que já vivenciaram e/ou presenciaram casos de violência no bairro. O rio Paraguai aparece como centralidade nas relações dos moradores com o lugar. É visível a ausência de infraestrutura básica no bairro, o que interfere de forma direta na vida dos moradores, levando-os a vivenciarem os dilemas socioambientais.Palavras-chave: Questões Socioambientais; Lugar; Rio Paraguai; Mato Grosso.ABSTRACTThis study was carried out in the Jardim Oliveira district, located in the municipality of Cáceres, State of Mato Grosso, on the left bank of the Paraguai River. The objective was to understand the relationship of the residents with the place. The research was exploratory and descriptive, with a qualitative approach. For the survey of data we are in observation, semi-structured interview and photographic records. The results revealed that Jardim Oliveira is perceived by the residents experience, that even with the limitations, they know, give meanings and meanings to the place. Topophilia was associated with feeling for the place, which could be contradictory, since the same interlocutors reported that they had experienced and / or witnessed cases of violence in the neighborhood. The Paraguai River appears as centrality in the relations of the residents with the place. The lack of basic infrastructure in the neighborhood is visible, which directly interferes with the lives of the residents, leading them to experience the socio-environmental dilemmas.Keywords: Socio-environmental Themes; Place; Paraguai River; State of Mato Grosso.RESUMENEste estudio fue realizado en el barrio Jardim Oliveira, situado en la ciudad de Cáceres / MT, a la margen izquierda del río Paraguay. El objetivo consistió en entender la relación de los habitantes con el lugar. La investigación fue de naturaleza exploratoria y descriptiva, con abordaje cualitativo. Para el levantamiento de datos nos fijamos en observación, entrevista semiestructurada y registros fotográficos. Los resultados revelaron que el Jardín Oliveira es percibido por la experiencia de los habitantes, que incluso con las limitaciones, conocen, dan sentidos y significados al lugar. Se verificó la topofilia asociada al sentimiento por el lugar, lo que podría ser contradictorio, ya que los mismos interlocutores relataron que ya vivenciaron y / o presenciaron casos de violencia en el barrio. El río Paraguay aparece como centralidad en las relaciones de los habitantes con el lugar. Es visible la ausencia de infraestructura básica en el barrio, lo que interfiere de forma directa en la vida de los habitantes, llevándolos a vivir los dilemas socioambientales.Palabras clave: Cuestiones Socioambientales; Lugar; Río Paraguay; Mato Grosso.

scholarly journals A REALIDADE DO TRABALHO DO PROFESSOR DO ENSINO SUPERIOR: PESQUISA BIBLIOGRÁFICA ON-LINE EM FOCO

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 96-101
Author(s):  
Zelina Cardoso Grund ◽  
Renata Portela Rinaldi
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
School Administration ◽  
The State ◽  
National Association ◽  
Academic Production ◽  
On Line ◽  
The Subject ◽  
Number Of Publications ◽  
Analysis Protocol

This article aims to present the survey of academic production on "teacher training and teaching work" in higher education, produced in the period from 2007 to 2017 and published by the National Association of politics and administration of Education (ANPAE). The methodology used was bibliographical research online from carefully defined parameters in order to support a broader study on the "State of knowledge". The following descriptors were used: teacher training, teaching, higher education work. Select the complete works of the Ibero-American Congress of policy and school administration and the Brazilian Symposium of politics and Administration. The treatment and analysis of the information was systematized from a bibliographical analysis protocol. The result shows that there are a small number of publications on the subject in the relevant axis to higher education in national and international scientific events.

scholarly journals Forecasting Your Future: Nutrition Matters Curriculum with Teacher Training Promotes Students to Try New Fruits and Vegetables

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Elizabeth Kaschalk-Woods ◽  
Alyce D Fly ◽  
Elizabeth B Foland ◽  
Stephanie L Dickinson ◽  
Xiwei Chen
Keyword(s):  
High School ◽  
High School Students ◽  
Teacher Training ◽  
Hierarchical Linear Modeling ◽  
Fruits And Vegetables ◽  
Hierarchical Linear Model ◽  
Dietary Guidelines ◽  
Controlled Study ◽  
School Students ◽  
New Curriculum

ABSTRACT Background Many high school students do not consume the recommended amounts of fruits and vegetables. Objective This study evaluated student outcomes from a new nutrition curriculum that includes messages from the 2015–2020 Dietary Guidelines for Americans with a teacher training component for high school Family and Consumer Sciences (FACS) teachers. Methods A cluster-randomized controlled study was conducted with 1104 students in FACS classes from 35 schools, taught by teachers trained in implementing a new curriculum (intervention) and teachers using their usual curricula (control). Students completed online surveys at the beginning and end of the semester, that is, pre- and postexposure to the nutrition curricula. Intention-to-treat analyses as hierarchical linear modeling were performed to determine if the intervention students had significant changes compared with the control students for knowledge of nutrition concepts, familiarity of, preferences for, affinity toward, number of times trying new, and daily times eating fruits and vegetables. Per-protocol analyses used the same hierarchical linear model but instead of control and intervention groups, students were split into 3 levels describing the amount of the new curriculum they received (0%, 1–50%, and 51–100%). Results Students exposed to 51–100% of the new curriculum tried more fruits and vegetables than both the control students and the students that received 1–50% of the curriculum (P = 0.009 for fruits and P = 0.002 for vegetables). Additionally, there were higher increases in the number of times intervention students tried a new fruit (P = 0.027) and vegetable (P = 0.022) compared with the control students, regardless of the amount of curriculum received. Conclusions Our findings show that the curriculum, Forecasting Your Future: Nutrition Matters, has promise for increasing exposure to new fruits and vegetables for students. If teachers use most of the curriculum, students are likely to try more new fruit and vegetables, which could ultimately contribute to improved health.

scholarly journals De la práctica pedagógica instrumental a la práctica reflexiva en educación física: retos y posibilidades manifestados en investigaciones precedentes (From an instrumental pedagogical practice to a reflective practice in physical education: challenges an

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 290-299
Author(s):  
Willinton Javier Watts Fernández ◽  
Marlene Zwierewicz ◽  
Janery Tafur
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Physical Education ◽  
Reflective Practice ◽  
Qualitative Approach ◽  
Pedagogical Practice ◽  
Educacion Superior ◽  
Education Personnel ◽  
Educational Paradigms ◽  
Theses And Dissertations

  La práctica pedagógica instrumental constituye una condición secular presente en la educación y el ejercicio pedagógico de la educación física es permeado por dicha situación. Aislarse de esta concepción implica invertir en posibilidades para superar retos presentes en la formación de los docentes y valorar experiencias que desarrollan en clase con base en nuevos paradigmas educacionales. Este estudio tiene como objetivo analizar investigaciones publicadas entre 2017 y 2019 en SCOPUS y en el Catálogo de Tesis y Tesinas de la Coordinación para la Perfeccionamiento del Personal de Educación Superior CAPES relacionadas con la práctica pedagógica reflexiva y sus contribuciones a la educacion física. Metodológicamente se ha priorizado la investigación bibliográfica apoyada por el abordaje cualitativo. Entre los resultados, los estudios apuntan que en el abordaje reflexivo de educación física depende de una vinculación entre el pensar y el hacer e indican la relevancia de vincular la formación de los docentes a sus propias prácticas. Abstract. The instrumental pedagogical practice constitutes a secular condition that takes place in education and the pedagogical exercise of physical education is permeated by this situation. Isolating ourselves from this conception implies investing in possibilities to overcome challenges that are part of teacher training and to value experiences that they develop in class based on new educational paradigms. This study aims to analyze research published between 2017 and 2019 in SCOPUS and in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel CAPES related to reflective pedagogical practice and its contributions to physical education. I regards to the methodology, a bibliographic research supported by the qualitative approach has been prioritized. Among the results, the studies point out that the reflexive approach to physical education depends on a link between thinking and doing and also indicate the relevance of linking teacher training to their own practices.

scholarly journals O Ensino de Matemática nas Páginas da Revista Educação em Mato Grosso (1978-1986)

2020 ◽  
Vol 21 (2) ◽  
pp. 127-134
Author(s):  
Juliana Stascovian ◽  
Laura Isabel Marques Vasconcelos de Almeida
Keyword(s):  
Public Schools ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Methodological Approach ◽  
Primary Teachers ◽  
Mato Grosso ◽  
Education Professionals ◽  
The Government ◽  
Cultura Escolar ◽  
Teaching Learning

O artigo é resultado da pesquisa de Mestrado intitulada Revista Educação em Mato Grosso: orientações pedagógicas sobre a disciplina de Matemática para o Ensino Primário nas escolas públicas mato-grossenses (1978-1986). O estudo retrata o ensino de Matemática sob o olhar da Revista Educação em Mato Grosso - REMT elaborada e socializada pela Secretaria de Estado de Educação de Mato Grosso - SEDUC/MT com o objetivo de formar os professores primários e aproximar o órgão governamental dos profissionais da educação. Ancorado na abordagem metodológica histórico-cultural, a pesquisa fundamentou-se em autores renomados que discutem com propriedade os conceitos de apropriação, cultura escolar, imprensa pedagógica e formação de professores contribuindo para a historiografia da educação matemática. Os dados revelam que além de vasta informação, a Revista oferecia sugestões de trabalho e partilha de experiências bem-sucedidas realizadas pelas unidades escolares, contribuindo com o processo de ensino aprendizagem nas escolas públicas primárias mato-grossenses.   Palavras-chave: Ensino de Matemática. Impresso Pedagógico. Formação de Professores.   Abstract The article is the result of a Master's research entitled Revista Educação em Mato Grosso: pedagogical guidelines on the subject of Mathematics for Primary Education in public schools in Mato Grosso (1978-1986). The study portrays the Mathematics Teaching from the perspective of “Revista Educação em Mato Grosso (REMT),” which was thought, elaborated and socialized by the Mato Grosso State Secretariat of Education (SEDUC / MT) with the objective of training primary teachers and bring the government agency closer to education professionals. Anchored in the historical-cultural methodological approach, the research was based on renowned authors who discuss appropriately the concepts of appropriation, school culture, pedagogical press and teacher education, contributing to the  mathematics education historiography. The data reveal that in addition to extensive information, the magazine offered work suggestions and shared successful experiences carried out by the school units, contributing to the teaching-learning process in public primary schools in Mato Grosso.   Keywords: Mathematics Teaching. Pedagogical Form. Teacher Training.

scholarly journals Percepção Ambiental em uma Ação Pedagógica para Alunos do Ensino Médio em Juína-MT: Educação Ambiental em Foco

2019 ◽  
Vol 20 (2) ◽  
pp. 126
Author(s):  
Victor Luiz Duarte Rigotti ◽  
Thaís Vasconcelos Silva ◽  
Maria Aparecida da Silva Alves ◽  
Renata Freitag
Keyword(s):  
High School Students ◽  
Environmental Education ◽  
National Curriculum ◽  
Urban Pollution ◽  
Noise Pollution ◽  
School Students ◽  
Education Professionals ◽  
Man And Nature ◽  
Curriculum Guidelines ◽  
Environmental Education Policy

A Lei nº 9.795 de 27 de abril de 1999, que institui a Política Nacional de Educação Ambiental, em seu artigo 5º, recomenda como referência os Parâmetros e as Diretrizes Curriculares Nacionais, na inclusão da Educação Ambiental, em todos os níveis e modalidades de ensino, observando-se que deve haver a integração da educação ambiental às disciplinas de modo transversal, contínuo e permanente. Diante deste cenário, o presente trabalho teve como objetivo verificar a percepção de estudantes do Ensino Médio na identificação dos tipos de poluição encontrados em ruas, na cidade de Juína-MT. A atividade foi desenvolvida na Escola Estadual Dr. Artur Antunes Maciel durante as aulas da disciplina de biologia no ano letivo de 2014. A pesquisa foi realizada com alunos do terceiro ano matutino. A turma foi dividida em três grupos, cada qual se comprometeu em fazer 40 imagens fotográficas com registros de poluição em quatro ruas urbanas. Todos os resultados foram tabelados e classificados em poluição do ar, da água, do solo e sonora. Esta pesquisa otimizou a relação entre os alunos e a sociedade, sendo uma excelente proposta para demais profissionais da educação. Portanto,  a educação é o ponto chave para o desenvolvimento sustentável, e que é preciso reestruturar o processo de ensino, rever as atitudes e o comportamento em busca do equilíbrio entre o Homem e a Natureza. Palavras-chave: Poluição Urbana. Educação Ambiental. Sensibilização Ambiental. AbstractLaw N°. 9,795 of April 27, 1999, which establishes a National Environmental Education Policy, in its article 5, as a reference to the National Curriculum Guidelines and Parameters, in the Inclusion of Environmental Education at all levels and observing that there must be an integration of the information to the disciplines in a transversal, continuous and permanent way. Given this scenario, the present work had the objective of identifying high school students in the identification of the types of media found in the city of Juína-MT. The class was developed at the State School Dr. Artur Antunes Maciel during biology classes in the academic year of 2014. The class was divided into three groups, each of which committed to make 40 photographic images with pollution records on four urban streets. The results were tabulated and classified as air, water, soil and noise pollution. This research optimized the relationship between students and society, being one of the proposals presented for the number of education professionals. Therefore, education is the key to sustainable development, which is necessary for the teaching process, to revise attitudes and behavior in search of the balance between Man and Nature. Keywords: Urban Pollution. Environmental Education. Environmental Awareness.

scholarly journals DIREITO À EDUCAÇÃO: DIÁLOGO COM UMA COMUNIDADE QUILOMBOLA DE POCONÉ -MT RIGHT TO EDUCATION: DIALOGUE WITH A COMMUNITY QUILOMBOLA FROM POCONÉ, STATE OF MATO GROSSO, BRAZIL

RevistAleph ◽  
2018 ◽  
Author(s):  
Nilvaci Leite de Magalhães Moreira
Keyword(s):  
Participant Observation ◽  
Field Work ◽  
Qualitative Approach ◽  
Right To Education ◽  
Mato Grosso ◽  
Extreme Poverty ◽  
To Come ◽  
The Right

Este artigo visa apresentar a luta da comunidade quilombola Curralinho, localizada no município de Poconé - Mato Grosso, pelo direito de ir e vir em seu território, como também, trazer à tona as dificuldades enfrentadas pelas famílias quilombolas para garantir aos seus filhos o direito à educação. A pesquisa constitui um trabalho de campo, por meio de uma abordagem qualitativa, com uso de entrevistas e observação participante. As informações coletadas apontam que as famílias ainda vivem em situação de extrema pobreza e vulnerabilidade. Há também uma grande preocupação dos pais com a escolarização dos filhos. Essas famílias não medem esforços para que os seus primogênitos tenham acesso à escola, criando para isso, estratégias de modo a minimizar tais desafios.This article aims to present the struggle of the quilombola community Curralinho, located in the municipality of Poconé - Mato Grosso, for the right to come and go in its territory, as well as to bring to the fore the difficulties faced by quilombola families to guarantee for your children the right to education. The research constitutes a field work, through a qualitative approach, with the use of interviews and participant observation. The information collected indicates that families still live in extreme poverty and vulnerability. There is also a great concern of the parents with the schooling of the children. These families do not struggle to have their first - borns access to the school, creating strategies to minimize such challenges.

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