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This work has for objective to analyze the relationship between formal schooling and the construction of identities in the quilombo of Salamina in Putumuju Maragogipe-BA. Understanding that the school occupies an important place in the formation of policy partner individuals, we investigate how knowledge, reality and history of the aforesaid are the quilombo curriculum of children and adolescents locations. We present the laws and guidelines for school education with the theoretical framework facing educational experiences interface shown in the local school. Through field research, through the collection and analysis of interviews with students, community leader, teacher and Director, noted the need to rethink the quilombola school plan to be contributing to the maintenance of social inequalities and discriminatory practices put this group ever since.

EDUCAÇÃO ESCOLAR, CURRÍCULO, FORMAÇÃO DOCENTE E IDENTIDADES NOS QUILOMBOS: UMA ANÁLISE DA COMUNIDADE DE SALAMINAS PUTUMUJU