O Sistema Organizado Modular de Ensino (Some) na Amazônia Paraense

Abstract

This dissertation is the result of the master's course in the Graduate Program in Education (PPGE) at the Federal University of Amazonas (UFAM). It is titled: The Modular Organizational System of Education (SOME) in the Paraense Amazon. The following research problem was posed: Why does the Modular Organizational System of Education (SOME) consolidate as a public policy for serving rural subjects in the Paraense Amazon? The general objective of this research is to analyze the Modular Organizational System of Education (SOME) as an Educational Public Policy in the municipality of Santarém, in the State of Pará. To achieve this objective, the following specific goals will be developed: 1) To study the theoretical foundation that supports Public Policies in Education and Rural Education; 2) To historicize when the SOME policy emerged in Pará/Santarém; 3) To investigate the challenges of the SOME policy and the democratization of high school education in Rural Schools in Santarém/PA. The research, grounded in the historical-dialectical materialism approach of Marx and Engels, involved a comprehensive literature review, considering authors such as Arroyo (2010), Borges (2015), and Fanon (1961), among others, along with a documentary analysis of relevant legislation and resolutions, such as Law No. 5.692/71 and LDB 9.394/96. The research aimed to understand the conceptions of State and Public Policies in the Amazonian context, especially concerning Rural Education, through the interconnection between the Operational Guidelines for Basic Education and the documents of SOME in Santarém. The results of the research revealed a complex interrelationship between the guidelines of educational public policies and the reality of the Modular Organizational System of Education (SOME) in the state of Pará, highlighting the need for a contextualized adaptation of legal norms to the socioeconomic dynamics of the Amazon region. The documentary analysis demonstrated that, although legislations such as Law No. 5.692/71 and LDB 9.394/96 establish robust theoretical foundations for education, their practical implementations often fail to meet the specificities of Rural Education and the demands of local communities. The literature review corroborated that conceptions of State and public policies, when disconnected from social realities, tend to perpetuate inequalities and limit access to quality education, emphasizing the importance of ongoing dialogue between government spheres and affected populations. Thus, the data obtained indicate an urgency to reevaluate educational strategies, promoting a more inclusive approach adapted to the particularities of the Amazonian context.