A work that took on the task of reflecting on the confluences between the process of formal schooling and the traditional knowledge and ways of learning in Quilombo São José da Serra, located in the city of Valença (RJ) in the perspective of a curriculum policy for the quilombola school education, anchored in Law Nº 10.639 / 2003, which established the mandatory content of Afro-Brazilian and African History and Culture in Brazilian education systems, and in its extensive implementation legislation with emphasis on the National Curricular Guidelines for Quilombola School Education , Opinion CNE / CEB No. 16/2012. The objective of this study is to identify the confluences between the educational process in a school located in quilombola territory and the curricular dialogues with the traditional knowledge of the community where the school is inserted. This is an ethnographic research of a qualitative nature, with the approach being used the case study. In order to reach the objective proposed here, I surrounded myself with theoretical reflections on the afrocentricity of Molefi Kete Asante (1980) and on the backolonizing studies of Antônio Bispo dos Santos (2015). Considering the structural racism present in Brazilian society, it is concluded that the school can not without an agency and without being articulated, to combat this phenomenon that is in network and is not isolated, that is, it is an institutional process and thus it can only be fought institutionally. For this reason, the school, in a quilombola context, can not necessarily have an anti-racist agenda. The phenomenon reinforces the need to implement policies in a network to promote an antiracist agency of valorization of African culture, Brazilian culture and quilombola culture.