Política de educação na Amazônia: a efetivação de direitos em uma comunidade ribeirinha

Abstract

The present study aims at analyzing the access to the right to public education by the riverside communities of Nossa Senhora do Perpétuo Socorro, rural zone of Manaus – AM. For this purpose, we seek to reflect on the configuration of public policies in Brazil, for the State's withdrawal in the treatment of social problems directly reflects the conduct of the Education Policy consolidated in the Amazon scenario. Therefore, the work brings in its core a critical-analytical discussion, based on a dialectical perspective, on the political, economic and social conjuncture of the country. The permanent state of crisis of capital has, historically, conditioned public and social policies to a process of dismantling of rights. This logic entails enormous damage to society and increasingly limits the achievement of citizenship and democracy. Faced with the structural crisis of capital, it is necessary to reflect on its repercussions in the most diverse dimensions of the production and reproduction of social life, given that these symptoms directly affect the qualitative and egalitarian access of the population to social goods and services , this problem increasingly alienates the country from consolidating a homeland based on the principles of equality, citizenship and democracy. The Amazonian population doesn´t escape this reality, because the configuration of the public policies for access to social goods and services by the populations of the Amazon has roots in the social, economic and cultural contradictions that emerged during the period of colonization of the region. In the Chaves (2014, p.16) conception, the Amazonian scenario hides distinct realities, because at the same time as it is possible to contemplate all its natural and cultural abundance, the segregation of its population, poverty, and social exclusion, the result of the socio-economic contradictions raised by the exclusionary logic of capitalist production in a constant flow of "globalization of poverty and privatization of wealth." In relation to the realization of the right to education in the community of Nossa Senhora do Perpétuo Socorro, it was possible to observe that the education offered faces many problems in its process of implementation. Therefore, it is incumbent upon the State to create mechanisms capable of providing a quality education both for urban and rural subjects, respecting the particularities of each territory. Through the study it was identified that the performance of public education policies in the study community is based on educational processes developed and implemented in urban space, therefore, do not consider the socio-cultural diversity of the local population. It´s important to emphasize that in the rural context, educational practice must consider the knowledge built by social subjects, it must, above all, overcome the urban-rural dichotomy. Thus, in order for this reality to be modified, it is also necessary for the community and educational professionals, as political agents, to be constantly engaged in a continuous movement that contemplates in their praxis the ethics of autonomy and social emancipation. The assumption portrayed is a community engaged with issues that directly affect its social dynamics, its modus vivend, the dynamics of work and access to rights, so it is of the utmost importance the political participation of these agents in order to secure them social rights, political, economic and cultural.