Keywords: School Geography Teaching; Quilombo da Tapera;  Quilombo; Racism, Antiracism

The dissertation entitled 'The Quilombo da Tapera as a black territory in the city of Petrópolis/RJ and its relevance for the school teaching of Geography within the scope of Law 10.639/2003', analyzed, as a general objective, the importance of the dialogue between the Quilombo da Tapera Tapera/Petrópolis/RJ and the Teodoro Machado Municipal School and the CIEP Cândido Portinari in what involves the quilombo as a black territory of resistance/existence and the school teaching of Geography within the scope of Law 10.639/2003. In the specific objectives, the study mapped the Geo-Historical factors that allow in the praxis of teaching Geography the strategies and resistance paths adopted by the Tapera quilombolas as a demonstration of a geographic awareness of resistance/existence. In the same direction, it sought to identify possible manifestations of prejudice, racism, stereotypes, marginalization and violence in relation to quilombola children and adolescents in the schools they study; in addition to verifying, in a third specific objective, the conditions or historical-cultural elements that lead to processes of invisibility of the black quilombola culture of the remnants of Quilombo da Tapera, considering the school spaces they occupy and the city they transit through. As a methodology, the study used qualitative research procedures in Geography which, through documental and field research and questionnaires, semi-structured interviews and alternative forms of photographic/image recording, contributed to present and analyze the data under the theoretical-critical perspective. Thus, the study allowed identifying how the pedagogical practices of Geography teachers are related to compliance with Law 10.639/2003 and identity conditions for the affirmation of human and fundamental educational rights for the democratic, plural and cultural advancement of this community.