A política pública de educação e o trabalho docente de professores/as do campo de Parintins/AM

Abstract

Public education policy in rural areas faces significant challenges when analyzed from a Marxist perspective. Difficulties include lack of infrastructure and resources, reflecting structural inequalities that limit teaching practices. Teachers must navigate between reproducing social conditions and striving for emancipatory education. Thus, this research aimed to investigate public education policy regarding the teaching work of rural teachers in Parintins/AM. Specific objectives were: 1 - Study theorists discussing Public Education Policies, Labor, and Rural Education; 2 - Describe the educational reality in the Municipality of Parintins/AM; 3 - Examine the teaching work policy for rural teachers in Parintins. To address these objectives, the research methodology included literature reviews using studies by Mourão (2015), Borges (2015, 2018, 2023), and institutional documents such as Law No. 9.394/96, Resolutions No. 01/2021 and No. 2/2008, Municipal Education Plans of Parintins/Education Guidelines of Parintins/AM, among others, adopting a dialectical method of analysis. The results highlight structural deficiencies and intrinsic difficulties within the capitalist context. Teachers face precarious working conditions, marked by inadequate infrastructure in rural schools, compromising both teaching and learning. The lack of specific continuing education for teaching contributes to the reproduction of educational inequalities, perpetuating the marginalization of knowledge and pedagogical practices tailored to Amazonian rural realities. Furthermore, current public policy often neglects to value and recognize teaching in rural areas, failing to provide salary incentives commensurate with the demands and responsibilities of the profession, leading to high levels of demotivation and turnover among teachers. These challenges reflect a socioeconomic structure that subordinates education to market demands, relegating human and social development to a secondary position.