Quilombola education and higher education: challenges, barriers, and the impact of affirmative policies

Abstract

Education in quilombola communities in Brazil still faces numerous challenges, especially regarding access to and retention in higher education. The Quilombo Jutaí Remnant Community, located in Breu Branco, Pará, illustrates this reality, highlighting the structural and social difficulties that limit the educational opportunities of its residents. The absence of high school education within the community and the provision of a discontinuous modular model hinder students' academic preparation and reduce their chances of entering universities. Thus, the central problem of this study is to understand how the educational barriers faced by quilombolas impact their academic trajectory and what measures can be taken to promote greater inclusion. The objective of this study is to analyze the challenges quilombola students face in accessing higher education, based on the reality of Quilombo Jutaí, and to discuss the impact of affirmative policies, such as Law No. 12.711/2012 (Quota Law), on the inclusion of these groups. To achieve this, the research adopted a qualitative approach, based on bibliographic and documentary analysis, examining academic texts, legislation, and institutional reports on the subject. The justification for this study lies in the need to expand the debate on the inclusion of quilombola students in universities, considering the persistent inequality of opportunities. Although affirmative policies have brought progress, barriers still hinder the retention and success of these students. As a final consideration, the study highlights the importance of more effective public policies that not only guarantee access but also provide financial, academic, and social support for these students. Promoting educational equity and strengthening quilombola identity in the university environment are fundamental steps toward building a fairer and more inclusive society.