This monograph aimed to analyze the articulations that the manager/supervisor and the school as a whole draws in the search for a dialogue with the sociocultural quilombola universe. The objective was to identify if there is participation of the quilombola community in the construction of the management and educational practice. The school's contributions to the construction of the cultural and territorial identity of the remnants were also analyzed. Among the methodological procedures, it was observed the practice of the School Manager in the conduct of the institution seeking to ascertain if a dialogue with the ancestral tradition occurs, and how supervision is developed in front of the work of the teachers of this institution. The participant observation favored the insertion in the quilombola community of Paredão Baixo and next to the directive team and teachers of the school. Interviews were also conducted with the manager / supervisor and quilombola leadership, as well as a questionnaire for teachers. For the analysis, the concepts of Colonization were used as theoretical Colobization tool; Quilombo; Quilombola School.
