Educação do Campo e Políticas de Permanência na RDS Canumã (2005-2015)

Abstract

A research that embodies this text focused on public policies for access and permanence in school within the rural reality of Amazonas, its general objective is to analyze the impacts of public policies on access and permanence to basic education on the State School Nossa Senhora do Rosário in the first decade of the Sustainable Development Reserve (RDS) Canumã-AM (2005-2015). The specific objectives outlined were: To relate the right to access and stay at school in the Amazon context to rural education and regional development; Reconstruct the RDS Canumã socio-historically from documents and testimonies of residents of the Reserve; Understand the role of the Nossa Senhora do Rosário State School in terms of serving the communities and subjects who live in the RDS Canumã; Discuss the challenges of accessing and staying in school with educators and students from the studied RDS. The methodological design built for the development of the investigation is based on the Historical-Dialectical Materialism method, while establishing a basic and exploratory type of research - the strategies and instruments are based on the use of bibliographic research and documentary, in front of secondary data, and what we describe as an empirical part of the research is supported by the application of online forms using the google forms digital platform, in front of primary data. Within the scope of bibliographic research, we work with publications directly and indirectly linked to the research topic, in order to produce a synthesis of how the specialized literature has been thinking about the crucial issues of this project and also, we seek to build a dialogue with the authors which have been occupied with themes related to rural education, public policies for basic education, development and the specificities of the Amazon region. As for the documental research, it dealt with the survey, categorization and analysis of documents on the creation and development of the RDS, its processes related to the school, access and permanence of students residing in the reservation in question. The empirical phase included exploratory visits observing the care required with biosafety to the reserve for indirect observations on the territory of the RDS, maintaining social distance due to the prevention of Corona-virus, in the application of online forms the questions were built with questions opened previously structured according to a guide topic and went through the processes of categorization and analysis – in the last stage it was carried out based on Discursive Textual Analysis. The main results achieved show that school transport, due to the nucleation of the school, is a crucial element for access and permanence in school, not forgetting that (Rural) education is our duty of the State, therefore it is the responsibility of the State to maintain the Financing so that objective working conditions are maintained that teaching is valued that transport is maintained, it is school, as it is a fundamental element for staying in school.