<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742024000100634</article-id>
<article-id pub-id-type="doi">10.1590/1980531411128</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRODUÇÃO DA DIFERENÇA: EDUCAÇÃO ESCOLAR QUILOMBOLA E AS CIÊNCIAS SOCIAIS]]></article-title>
<article-title xml:lang="es"><![CDATA[PRODUCCIÓN DE LA DIFERENCIA: EDUCACIÓN ESCOLAR EN LOS &#8220;QUILOMBOS&#8221; Y LAS CIENCIAS SOCIALES]]></article-title>
<article-title xml:lang="fr"><![CDATA[PRODUCTION DE LA DIFFÉRENCE: ÉDUCATION SCOLAIRE QUILOMBOLA ET SCIENCES SOCIALES]]></article-title>
<article-title xml:lang="en"><![CDATA[CONSTRUCTING THE DIFFERENCE: QUILOMBOLA SCHOOL EDUCATION AND THE SOCIAL SCIENCES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Antonio Jorge Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maroun]]></surname>
<given-names><![CDATA[Kalyla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[David Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte, Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>54</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742024000100634&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742024000100634&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742024000100634&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do artigo é refletir sobre o papel exercido pela antropologia na agenda política que resultou na instituição do sujeito de direitos nomeado como quilombola na Constituição Federal de 1988, bem como a pregnância da gramática antropológica e sua recontextualização na educação escolar quilombola. Como fontes, utilizamos os debates sobre a interação entre o campo antropológico com as instâncias governamentais, os movimentos sociais, as Diretrizes Curriculares Nacionais para a Educação Escolar Quilombola e a experiência etnográfica em um curso de formação de professores. Concluímos que as políticas públicas voltadas às comunidades quilombolas foram tributárias de um discurso centrado na etnicidade, a partir do protagonismo da antropologia na participação dessa agenda pública.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del artículo es reflexionar sobre el papel desempeñado por la antropología en la agenda política que resultó en la institución del sujeto de derechos denominado &#8220;quilombola&#8221; en la Constitución Federal de 1988, así como la prevalencia de la gramática antropológica y su recontextualización en la educación escolar en los &#8220;quilombos&#8221;. Como fuentes utilizamos los debates sobre la interacción entre el campo antropológico con las instancias gubernamentales, los movimientos sociales, las Directrices Curriculares Nacionales para la Educación Escolar en los &#8220;Quilombos&#8221; y la experiencia etnográfica en un curso de formación de profesores. Concluimos que las políticas públicas dirigidas a las comunidades de los &#8220;quilombos&#8221; fueron el resultado de un discurso centrado en la etnicidad, a partir del protagonismo de la antropología en la participación de esta agenda pública.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;objectif de cet article est de réfléchir au rôle joué par l&#8217;anthropologie dans l&#8217;agenda politique qui a abouti à la reconnaissance du sujet de droit appelé quilombola dans la Constitution fédérale de 1988. Il vise aussi à examiner la prégnance de la grammaire anthropologique et sa recontextualisation dans l&#8217;enseignement scolaire quilombola. Nos sources proviennent des débats sur l&#8217;interaction entre le champ anthropologique et les organismes gouvernementaux, les mouvements sociaux, les lignes directrices du programme national pour l&#8217;éducation scolaire quilombola et l&#8217;expérience ethnographique acquise au cours d&#8217;une formation d&#8217;enseignants. Nous concluons que les politiques publiques destinées aux communautés quilombolas ont été influencées par un discours centré sur l&#8217;ethnicité, à partir du la perspective anthropologique de l&#8217;agenda public.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to reflect about the role played by anthropology in the political agenda that resulted in the institution of the subject of rights known as &#8220;Quilombola&#8221; in the Federal Constitution of 1988, as well as the predominance of anthropological grammar and its recontextualization in Quilombola School Education. Our sources include discussions about the interaction between the field of anthropology with government entities, social movements, the National Curricular Guidelines for Quilombola School Education and an ethnographic experience in a teacher training course. We concluded that public policies geared towards Quilombola communities stemmed from a discourse centered in ethnicity, based on the protagonism of anthropology&#8217;s participation in this public agenda.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[EDUCAÇÃO QUILOMBOLA]]></kwd>
<kwd lng="pt"><![CDATA[POLÍTICAS PÚBLICAS]]></kwd>
<kwd lng="pt"><![CDATA[CURRÍCULO]]></kwd>
<kwd lng="pt"><![CDATA[IDENTIDADE]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN QUILOMBOLA]]></kwd>
<kwd lng="es"><![CDATA[POLÍTICAS PÚBLICAS]]></kwd>
<kwd lng="es"><![CDATA[PLAN DE ESTUDIOS]]></kwd>
<kwd lng="es"><![CDATA[IDENTIDAD]]></kwd>
<kwd lng="fr"><![CDATA[ÉDUCATION QUILOMBOLA]]></kwd>
<kwd lng="fr"><![CDATA[POLITIQUES PUBLIQUES]]></kwd>
<kwd lng="fr"><![CDATA[CURRICULUM]]></kwd>
<kwd lng="fr"><![CDATA[IDENTITÉ]]></kwd>
<kwd lng="en"><![CDATA[QUILOMBOLA EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[PUBLIC POLICIES]]></kwd>
<kwd lng="en"><![CDATA[CURRICULUM]]></kwd>
<kwd lng="en"><![CDATA[IDENTITY]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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