O fechamento de escolas no campo do Amazonas: subtração do direito à política de Educação em Alvarães e Uarini

Abstract

This thesis is part of the Graduate Program (PPGE), within the scope of the Line of Education, Public Policies and Regional Development, and was funded by the Amazonas State Research Support Foundation (FAPEAM). The analysis deals with the closure of the schools of the field and the contradictions of this process in the guarantee of the Right to education in the municipalities of Alvarães and Uarini/Am. The axis of the research is the triad: closing of schools, school transport and nucleation. Therefore, it considers as a problem, that the closure of the schools of the field removes the right of students to access school education, this movement is configured by the precarious qualities of transport and schools, so the conditions for students to continue in studies shows the configuration of the minimum state for social policies. This fact highlights the social inequality because many of these students do not have material conditions to remain in the cities, so the closure of the country schools does not consider the reality of the communities, it is noted that this process causes changes that dialogue with the expansion of capitalism, and that the objective of closing public educational policies is to isolate the Amazon and its municipalities to enhance the neoliberal agenda. Therefore, the closure of the schools of the field is related to Rural Education, which, even in the face of advances in Field Education, is still present in Alvarães and Uarini. The general objective was the closing of schools, the contradictions in the guarantee of the right to education and the conflicts in the lives of the subjects of the field. Thus, it was guided by the specific objectives: a) To analyze the redefinition of the State in the 1990s, and its implications in the construction of the public educational policy of workers; b) Contextualize the historical, territorial, social and economic aspects of Alvarães and Uarini; c) To investigate the materialization of the closure of the schools of the field and the contradictions in the guarantee of the Right to Education. Dialectical Historical Materialism was the method used because the object is involved in all the relationships established in the Capitalist Production Mode, and is therefore dynamic, historical and concrete. The methodological path is organized in three axes: bibliographic survey based on the Marxist perspective; documentary research, in which the official documents of field education were appreciated, with emphasis on the issue of school closures, school transport and nucleation; and finally, empirical research through interviews and questionnaires answered by the 14 subjects. Thus, we conclude that the research presented multiple dimensions that correspond in new categories of analyses, for example, the financing of field education in the Amazon. Workers are treated inhumanely; therefore, it is necessary to reflect on the transformation of this reality in order to obtain changes aligned with the project of the class that lives from work, which will be possible from the collective struggle of workers for a society that denies capitalism as a mode of production