This text problematizes the insertion of the Quilombola education modality in the scope of education policies. Such modality is considered in the wider set of destabilization of stigmas that have defined, throughout our history, the subordinate insertion of the black population in society and, consequently, in the school system. What types of recognition guide education policies for remaining populations of "quilombos"? The study analyzes Quilombola school education in Minas Gerais state, as well as school coverage using indicators in the School Census and the 2010 Joint Action Plan of the municipalities. Finally, this study questions trends of education diversity policies that can inform arrangements for the implementation of the Quilombola education modality.
quilombos; modalities of education; politics of diversity
