User talk:Pbmarie02

why I chose this topic
Pbmarie02 11:47, 22 October 2021 (UTC)I have chosen this topic as I am interested in different forms of schooling, I find it fascinating to look at the way that education systems have developed in cultures different from that of my own. Furthermore, I like the historical element that this topic offered and the chance to highlight the resilience of the quilombo communities. overall I chose this topic because I think it is a topic of importance that deserves to have more presence on the internet which has a Wikipedia page would grant.Pbmarie02 (talk) 11:47, 22 October 2021 (UTC)

Annotatted bibliography
Monteiro, E. and Gonçalves Reis, M., 2019. Afro-Brazilian Heritage in the Context of Quilombola School Education. [online] sciELO Brazil. Available at:  [Accessed 5 November 2021]. ( this source is a string academic texy written by people who have lived within and understand the culture that they are writing about it provides a detailed analysis of the importance of the heritage of Quilombola schools. the artice is one of few that I was abel to find with an english transaltion)

PLABUTONG, N., 2021. How Education Champion Rogério José Barata supports contexualised education for quilombola girls in Brazil | Malala Fund Newsroom. [online] Malala Fund | Newsroom. Available at:  [Accessed 5 November 2021]. (this article is about the sexism still faced by many girls in the quimbola girsl and the issues that surround them gaining acess to education. this is an interview which touvhes on alot of the isses faced by the schools due to lack of funding and other foundation based issues. the article is in more simple an acesseble terms and the interview is done by a charity group whose main focus is to gain equal opertuinity for girls and young women in education and the work place)

Santos, E., Velloso, T., Nacif, P. and Silva, G., 2019. Offer of Schools of Quilombola School Education Center in the Northeast/BR. [online] Redalyc.org. Available at:  [Accessed 5 November 2021]. (this article focuses agin on the idea of how the schools function looking at statstics such as how many students are in the calssroom and how the schools are distributed. agian this is a source from brazil and i have found an english transaltion)

Brito-Oliveira, N., Ramos dos Santos, A. and Ramos dos Santos, I., 2021. Quilombola School Education from a Field Perspective: The Quilombola Peasant. [online] file:///C:/Users/pbmar/Downloads/10802-Texto%20del%20art%C3%ADculo-34043-4-10-20201008.pdf. Available at:  [Accessed 5 November 2021]. (this source I have decided to refernce as i think it is a good way to highligh the pregudce that is still faced by quilombola schools as the title of the artice referes to quilombola people as pesants and so already demonstates that it would not be an objective look at the schoola which again is damaging as the schools are very important parts of quilombola heritage)

Brazavo, M., 2021. Quilombola Communities of Brazil. [online] Wilson Center. Available at:  [Accessed 5 November 2021]. (this source is a general overview of the Quilombola people with useful statistics that I plan to use in my articel to provide context to the schooling systems in place and how they may be effected by the issues that face the wider community. the data was collevcted in 2016 so may be slightly out of date but is the most up to date holistic data spread that i was able to find) ( in final note i was hard for me to find many sources on this subject as many that were written by under represented brazilian academics whose work had not been transalted and so i could only acess it in portugease) Pbmarie02 (talk) 17:59, 5 November 2021 (UTC)

Subject Paragraph
In my article I aim to highlight primarily the cultural importance of quilombola schools to the communities in which they exist. To do this I am first going to address the histories of the schools and how they were founded by escaped slaves and the importance of this to the heritage of these communities and schools. then hoping to go on and explain the impact of imposed national curriculum on these schools and to bring attention to the fact that these schools were underfunded and how this links to systems of discrimination within the country and talk on the importance pf funding these schools.

draft
Quilombola schools are schools that were started by escaped slaves in Brazil in the 16th century. they have been an important part of Quilombola communities since they were established. The schools not only teach important basic skills but pass down cultural beliefs and traditions. The Schools themselves are extremely underfunded and so do not have the necessary funds to pay teachers good wages or to cater for the basic needs of the puipls. Beyond the issues with funding the schools are not a place of equal opportunity and many girls receive a lesser degree of or no education at all as sexism is still a very prevalent issue in Quilombola schools.

The enforcement of a national curriculum on Quilombola schools is not welcomed by the people within Quilombo communities as it is seen to lead to a lack of cultural education that is central to the makeup of the Quilombola schools since their origin.

introduction
Quilombola schools were founded by people that had escaped slavery in Brazil during the 16th century. The schools have played a very important role within Quilombola communities, which make up 2.5% of the population of Brazil. Since they were founded, the schools have provided both a standard education in literacy and mathematics alongside other subjects but have also been responsible for passing down the cultural traditions of the Quilombola communities. The schools themselves are extremely underfunded and do not have access to the necessary materials to produce an engaging and safe school environment. The lack of funding available to the schools is reflected in the high poverty rates within Quilombola communities that suffer the results of years of systemic racism. Quilombola schools are a place that allows the children of the community to develop a strong knowledge of their cultural history and practices. The schools in many cases are unable to deliver a standardised education due to a lack of trained teachers and the lack of a curriculum that is adaptable to the varying Quilombola cultures.

The History of Quilombola Schools
The first Quilombola schools were believed to have started as nothing more than a gathering of a group of people both adults and children in a room where they would discuss their history and culture.

Quilombola School structure.
Quilombola schools are not made up in the same way as western schools and this is mainly due to a lack of available funding. The schools are more of an educational unit that is run by a group of adults some of whom may have only had around 4 years of schooling themselves but recognise the importance of education and passing down their cultural knowledge. The children that attend the schools often are taught in a variety of ways sometimes this is through a lesson taught in the classroom that is similar to the western concept of school and sometimes it is through play where children will be taught how to mend broken toys and the value of the material that these toys are made out of whilst the children play they will often hold discussions with the adults where that adult will teach the children the cultural histories orally. However, these important and underfunded schools are often misrepresented by the Brazilian government due to disputes over land ownership that is an ongoing and issue for the Quilombola communities of Brazil as some of the Quilombola schools are not on land that is officially recognised by the Brazilian government they go unrecognised and do not receive funding. In 2015 the Brazilian Government reported that there were 34 Quilombola schools in the state of Rio de Janeiro which is an inaccurate representation.

Children at Quilombola schools learn about their cultural history and traditions through discussions with their teachers in which teachers will explain to them the importance of certain terms and their origin, they learn about life in their community and how it was formed through the work of their ancestors. The ability of Quilombola schools to have a say in their curriculum is what means the children are able to learn in this manner, many Quilombola communities have their own languages made up of multiple dialects so the community school is the best place for the children to gain an accessible education C.M. Aguiar: J.M Adam “ Education and education practices among Quilombola: the school and the cultural diversity” Proceida social and behavioural sciences 106 (2013) 944

Funding Issues for Quilombola Schools.
The Quilombola schools are so critically underfunded that they do not have necessities such as access to clean water and therefore they also lack school libraries and internet access limiting the ability of the school to provide a current education for the students that attend. Only 34% of Quilombola children are at school and able to study less than 10% of the Quilombola population goes on to study at middle school. Quilombola schools struggle to receive funding for many different reasons but the most common reason is that the land on which the school exists is not recognised by the Brazilian Government as being Quilombola land. Without clean water, the school environment is not safe especially during the current pandemic that has had a serious effect on the ability of these schools to continue providing lessons.

Policy changes and their Consequences.
In 2020 the municipal guidelines for Quilombola school education were passed and they act to provide updated curriculums and training programs that include the important elements of Quilombola cultural history ensuring that there are structural changes made to schools to allow for this. The Guidelines allow the Quilombola people to have a part in deciding what is included in their school curriculum whilst still providing support and financial aid. This is an outlier however and many of the policies that so far have been directed at helping Quilombola schools have targeted the financial problems faced by the Quilombola schools that exist on recognised Quilombola land but have not been aimed at ensuring that there is the value placed in the knowledge of these communities and their individual cultures.

Quilombola schools and the school feeding program.
Quilombola schools on recognised Quilombola land are eligible for the school feeding program (SFE). The school feeding program is recognised as a responsibility of the state as it is viewed as of the utmost importance to education. However, due to a lack of understanding many Quilombola communities did not understand their rights regarding the programs and many schools went without adequate amounts of food or with none at all. The SFE does not include Quilombola schools on lands that the Government does not recognise as being Quilombola lands.

K2002p's Peer Review of this article.
Hi :) This is a really strong topic, I agree with you when you say that it definitely deserves a stronger presence online, and your interest in the topic will rectify its absence!

Your sources are great - they seem credible and interesting and will be extremely useful to you later down the line. I particularly like the one detailing how exactly the quilombola schools function.

I think you are correct to suggest that your article contains the importance of the schools with regard to culture, but perhaps this may be a bit limiting and you may find it useful to research some other areas - perhaps the economic or social importance? In terms of your draft, although it is unfinished currently, you have made a strong start with good subject matter. — Preceding unsigned comment added by K2002p (talk • contribs) 13:35, 29 November 2021 (UTC)

Thank you for the feedback I would love to broaden the topic of my essay however there is very little access to information online about the Quilombola schools the even go unrepresented by official government documents I hope to look into the challenges facing the schools and the way that they function within the community as this is what i am best able to do with the resources that i have available Pbmarie02 (talk) 01:15, 12 January 2022 (UTC)

Toko0411's Peer Review
Hello:) I think your choice of the topic is very meaningful in terms of writing a Wikipedia article - to make the world pay more attention to such schools through Wikipedia. It was also interesting to know how this school still has unsolved issues, even though it started in the 16th century.

The draft is also well summarized and organized. It reflects your subject paragraph well, and I could see what contents would be included and be fleshed in the final article.

Same as K2002p, I believe there is no need to only focus on the cultural importance of the school, but it might be more interesting if it explains about economic and social issues so that readers could grasp a clearer image of the school. Since I honestly find this topic very inspiring, which shows the reality education and tells how important it is to be developed, I am very excited to read your final article with lots more information! — Preceding unsigned comment added by Toko0411 (talk • contribs) 23:55, 30 November 2021 (UTC)

Hi :) thank you for your advice I would have gone with a broader topic however i have very limited sources as these schools are very underrepresented in the media I aim to include as much as i can about the issues with funding that face the schools due to problems with land rights as well. but again i am trying to do these schools justice with very limited resources Pbmarie02 (talk) 01:18, 12 January 2022 (UTC)

Speedy deletion nomination of File:Quilombola school classroom.jpg


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