No horário da maré: comunidades ribeirinhas e escolarização em área urbana, no interior da Amazônia paraense

Abstract

The present research addresses the schooling process of residents from riverside communities in an institution located in the urban area of the municipality of Maracanã, in the state of Pará, namely the Ezequiel Lisboa Municipal Elementary School. The school is situated near the municipal fish market and the port that receives fishery products and serves as a transit space between riverside communities and the urban area. In this context, students’ displacement is not occasional but continuous and dependent on the “tide schedule,” which determines their daily crossings to reach the school and thus secure access to the final years of elementary education. For this study, a qualitative research approach was adopted, based on the techniques of documentary analysis and field observation, with the production of visual (imagistic) records. The purpose of the dissertation, composed of independent yet complementary articles, is to present, in the first article, an analysis of the school’s Political-Pedagogical Project, aiming to interpret the document through an autoethnographic perspective in relation to the subjects who are part of the school and who depend on nature for their continuous crossings in pursuit of the continuity of their learning process. This analysis highlights the gaps present in the document and examines where—and whether—these students are represented within the school’s educational guidelines. The second article presents a description of the research site, the students’ routes, and some of the communities that could be visited through teaching practice. Both articles complement each other insofar as they provide relevant analyses and descriptions for reflecting on the schooling process of riverside subjects in the Amazon.