On November 30, 2023, we had the opportunity to participate in and witness a roundtable debate at our Federal University of Sao Carlos (UFSCar), Lagoa do Sino campus, with the theme titled "Black Resistance in the 21st Century."

At this table, we had the presence of leaders and representatives, including:

• Valter & Railda - Leaders of the Bela Vista Settlement in Paranapanema, SP, who coordinate the Bela Vista Rural Producers Association in the Bela Vista Settlement in Paranapanema.

• Vanilda & Ana Laura - Leaders of the Porto Velho Quilombo. Vanilda is the Coordinator of the Remnant Quilombo Association of the Porto Velho neighborhood and is part of the fiscal council of Cooperquivale (Cooperative of the Quilombola communities of the Ribeira Valley). Ana Laura is part of the Community Coordination and is a student at the National School for the Training of Quilombola Girls, a project of the National Coordination of Quilombos (CONAQ) supported by the Malala Fund.

• Lourdes Carril - Lecturer at the Department of Geography, Tourism, and Humanities (DGTH) at the Sorocaba campus of UFSCar. She is the coordinator of the Evamariô Quilombola Observatory and is part of the Collegiate Coordination of NEAB.

• Professors from the UFSCar Lagoa do Sino campus: Jorge Pantoja Filho, who mediated the debate, and Julia Silva Silveira Borges, director of CCN (Center for Natural Sciences).

This debate brought forward some statements and observations that resonated with personal world perspectives and observations that I would like to share with you through this blog.

A Present Past

When we pause to reflect on the definition of territory, we also think about the constructions, deconstructions, and social relations that determine a geographic space. Within a territory, we have geographic objects, social actors, various relationships, and powers that, within this delineated space, incorporate, in a summarized manner, measures of survival, living, and subsistence for their society (Gondim; Monken; 2016).

According to Article 2 of the brazilian decree 4,887/2003, quilombola territory is considered as: lands occupied by remnants of quilombola communities used to ensure their physical, social, economic, and cultural reproduction (INCRA, 2017). Perhaps from this definition, you may wonder what constitutes a quilombo, and it's okay not to be certain about this information. The term 'quilombo' refers to rural black communities legally recognized since the 1988 Constitution, guaranteeing property to groups with history, territory, and ancestry related to slavery. This term is also legally used to designate territories occupied by remnants of quilombos, recognizing their territorial and cultural rights. The concept of quilombo is intrinsically linked to the struggle for freedom, cultural resistance, and the preservation of Afro-descendant identity in Brazil.

From the statements raised in the debate by Vanilda and Ana Laura (leaders of the Porto Velho Quilombo), the concern emerged that we must be vigilant regarding past-oriented perspectives that indirectly refer to the quilombo as a "thing of the past." Quilombos are as current as houses built a few days ago, but they carry with them memories, histories, and real accounts of those who once represented the whole in an act of resistance. Quoting the song "Palmares 1999" (Natiruts), referenced during the debate, we have the following excerpt (free translation from Portuguese):

“Culture and folklore are mine but the books were written by you. 

Who guarantees that Palmares surrendered? 

Who guarantees that you killed Zumbi? 

Persecuted without rights or schools.

How could you record their glories? 

Our memory was told by you, and is judged true like the law itself”.

With this, we see a reality that we seldom or sometimes never consider: the real history behind what has been written. Perhaps today, at this moment, you question how your history unfolded until you arrived here. If you want to start investigating, you will have the freedom, a network of ancestors, and scientific and functional literacy to do so. It wasn't quite like that when the history of the quilombolas was first told, and I dare say that, to this day, it isn't quite being written that way. The struggle of the quilombolas may have begun in the past, but as a symbol of resistance and the pursuit of their right to write their own and true history about their people and territory, this struggle continues. Every quilombola has the right to literacy, an active voice, protection of their culture, and possession and administration of their territory (ILO Convention No. 169). This right, upheld by law, must be applied, and their inclusion in society should and can be much better executed. Today, we have only one quilombola student studying on a campus where, each year, 50 students enter the 5 offered undergraduate courses. One in 250 students. One in ten years of the campus's existence. One who, when the opportunity arose to present her people to the university, did not hesitate and knew how to exercise her power, right, and voice by making them participants in the debate and members present at the roundtable. May this number be different in the near future, and may the presence of quilombolas be seen as an opportunity for coexistence, cultural exchange, and experiences, in order to improve a flawed society that needs to learn to see the world not as we expect it to be, but as it really is.

This debate experience brought various questions that had not been raised until then. The arguments, opinions, and accounts did not stop there.

The Labyrinth of Education

To delve deeper into this experience with you, I would like to bring a reflection that arose during the speech of the settlement leaders Valter and Railda. Contextualizing, the Bela Vista settlement, led by these two important representatives and symbols of determination, has been our gateway to the "outside" classroom, the one that will truly serve as a foundation for the challenges that will arise when we leave the university. The Bela Vista settlement suffered for 10 years with the lack of water availability for both wastewater treatment, cleaning, agriculture, and consumption. The pH, turbidity, and chlorine levels were far from what the law and public health departments recommend. Now, I bring the following reflection: Is water not a right for all and a duty of the state? Well, for 10 years they sought support and only in the last year did they receive any response. Today, after the university's partnership and the support of a deputy, we can say that water has arrived and is now suitable for consumption. With their testimony and the gratitude they expressed regarding the university's participation, Railda brought a phrase that made me thoughtful. According to Railda, "College is a labyrinth." I know that amidst so many other important points she brought to us, this comment might go unnoticed, but indeed, college is a labyrinth.

A labyrinth, like any other, from the moment we enter, we do not know exactly when, how, or by which path the exit will be. Amidst the content, exams, and the bonds we create within the university, we try to sustain ourselves until the day we finally find our curriculum empty and, one step further, obtain the long-awaited diploma. Of these three questions: "how?", "when?", and "where is the exit?", the first is the one that worries me the most. After all, how will we leave the university? What knowledge and from which experiences and perspectives will we be able to apply to society? What will be our differential compared to those who have already passed and are ahead of us and those who will be alongside us at the moment of receiving the diploma? These are the questions that you, student, if you are reading this text, should ask yourself.

Some in their journey through the labyrinth seek academia, some seek companies, and some even contemplate and find themselves in the possibility of pursuing the three branches of government, more specifically politics and governance. Three important areas that contribute with funding, investment, and research development. Also known as the triple helix (University; Industry and Government).

I can say, dear reader, that if you have reached this far in this text, I believe you have found a way to answer the first question. Through CEPAE and the experiences we are acquiring through the application and living of the triple helix teaching-research-extension, we find in each project a differential not only for the job market but also for life, for "living in society." Having the opportunity to hear, learn, and share knowledge with people who have different histories and cultures makes the construction of the world perspective that we acquire throughout life more enriching and realistic. Being able to apply and develop the knowledge acquired in the classroom in practice with the aim of actively contributing to the sanitary infrastructure of communities in social vulnerability, implementing projects for water treatment, distribution, and capture, in addition to designing and having the freedom to innovate solutions even while still in undergraduate studies, is undoubtedly an immeasurable gain. When your work, effort, and dedication directly influence people's lives, you actively strive for the result to be delivered in the best and fastest way possible because you truly believe and should believe in your potential to make the hope and expectation of those families come true; your motivation becomes a purpose. The moment I started contributing to the projects, the relationship between time and quality of results made much more sense.

I recognize the importance of the triple helix, but I believe it is necessary to consider and highlight in all three aspects the importance of society in this environment and the role, influence, and impact that these three fronts have on their surroundings. The relationship between society and the triple helix is outdated. Through support, encouragement, and implementation of the triple helix of teaching-research-extension, the university can increasingly contribute to communities that lack knowledge and information. Consequently, with the respect and appreciation of the role and impact of the university in the environment, industry and government should present themselves as funders to make these projects a reality and for the change in the lives of the most vulnerable communities to actually happen.

Foundations of Thought

I brought in this text several questions that came to mind during the roundtable: "Black Resistance in the 21st Century." Resistance still exists, environmental and structural racism still exist. It is not considered past if it is occurring in the present.

Education is a labyrinth, the university is a labyrinth, and we often are our own labyrinth. Until we find an exit (which may initially be a diploma), we encounter various paths and opportunities. Each one has its own journey, dear reader, and ours, in a way, has brought us to this moment. I hope that this set of information and observations presented in this text has allowed you to build or sparked your curiosity to live new experiences so that you can form a better realistic perspective of the world and understand that there is still much we can contribute.

Structural Considerations

I did not delve into merits or concepts regarding basic sanitation and its importance; I will leave it implied that water is life, not only for consumption but also for food production. If you are interested in being an agent of change in a space of knowledge democratization where we work collectively to build innovative and accessible solutions, come contribute to our group and make a positive difference in the lives of many families.