2026-03-132026-03-132026-02-20SOARES, Rodrigo Alves. Educação Quilombola na Amazônia: memória, território e descolonização do currículo. Orientador: Enilson da Silva Sousa. 2026. 19 f. Trabalho de Curso (Licenciatura em Geografia) – Campus Universitário de Ananindeua, Universidade Federal do Pará, Ananindeua, 2026. Disponível em: . Acesso em:.https://bdm.ufpa.br/handle/prefix/9345This article aims to reflect, from a theoretical and bibliographic perspective, on the foundations, challenges, and possibilities of quilombola school education in the Amazon. Considering the historical trajectory of territorial and educational struggles by Afro-Brazilian communities, it argues that quilombola schools should not be reduced to formal inclusion mechanisms, but rather understood as spaces of resistance, knowledge production, and collective identity affirmation. The methodology is theoretical and bibliographic in nature, grounded in authors such as Halbwachs, Bloch, Bhabha, Barcellos, Rosa, Pacheco, Alfredo Wagner, as well as official documents like Resolution CNE/CEB nº 8/2012. The article is structured around two central themes: (1) the epistemological foundations of quilombola education, based on collective memories, territorialities, and ancestral practices; and (2) the challenges involved in implementing such education in the Amazon, especially regarding curriculum, teacher training, and land disputes. The analysis concludes that quilombola schools, by embracing local knowledge, ancestry, and curricular autonomy, represent a project rooted in historical justice and knowledge decolonization.Acesso AbertoEducação QuilombolaAmazôniaMemória coletivaCurrículo decolonialTerritórioQuilombola EducationAmazonCollective memoryDecolonial curriculumTerritorCNPQ::CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA REGIONAL::REGIONALIZACAOTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil