Ensino Médio presencial com mediação tecnológica numa escola ribeirinha do Amazonas

Abstract

This study is part of the debate on public education policies and the traditional riverside peoples in the Amazonian context. The study analyzes the implementation of the Secondary Education Present Program with Technological Mediation - PEMPMT in the João Cirilo Negreiros Rural School, considering the sociocultural peculiarities of the riverside community of Menino Deus. In order to reach this objective, a) the public policies of education focused on the modality of secondary education in the Brazilian context and in the State of Amazonas, b) identified, the sociocultural aspects of the traditional Amazonian coastal populations were identified, in particular the Maués municipality and the riverside community of Menino Deus in Amazonas; c) verified if the curriculum of secondary education offered by the EMPMT program considers the sociocultural aspects of the community Menino Deus. This study was guided by the following categories: Public Policies and Traditional River People. It is a case study in which the analysis was carried out in the most rigorous way possible with basis on both quantitative and qualitative data. In this way, the following research techniques were used: Bibliographic and Documentary Research, Domiciliary Visits with high school students and graduates in their respective communities, Institutional Visits were also carried out with the Secretary of Education - SEDUC / Manaus, Secretary of Education - SEDUC / Maués and with the Center of Media of Education of Amazonas - CEMEAM, in addition, semi-structured interviews were conducted with managers selected from the school, the community, and the institutions mentioned. Forms with open and closed questions were applied to high school students, graduates, and face-to-face teachers. For this purpose, instruments such as Systematic Observation, Documentation in Field Notebook, Phonographic and Photographic Documentation, and Interview guides were used. Mediated by technology, thirteen subjects participated in the study from among Managers, Students, Graduates and Teachers of high school. The results of the study show that the offerings of primary and secondary education to the students of rural Maués mostly take place as follows: Elementary school through the multi-grade class (1st to 5th year) and modular (from 6th to 9th grade Year), and High School (1st to 3rd year) through the PEMPMT. The curricular content of the program has the same curricular structure offered to the state public schools, both in urban and rural areas; contents presented complex language to the riverside reality; bureaucracy in access to official documents on the program; among other limitations. Thus, it is necessary to reconsider the form of operationalization of this educational policy offered to the rural environment, since the guarantee of the universalisation of basic education, according to the provisions of the National Education Plan, is not yet a reality that school education has significantly over the years. The rural environment still presents serious problems that need to be reviewed and solved with adequate public policies compatible with the socio-cultural and environmental organization.