O acesso de jovens refugiados venezuelanos: educação e democratização do ensino médio na rede estadual de educação na Região Norte do Brasil.

Abstract

The Constitution of the Federative Republic of Brazil (CRFB) of 1988 and the Law of Guidelines and Bases of National Education (LDBEN) of 1996 are fundamental to the discussion about the right to education in Brazil, as they establish it as a right for all and a duty of the State, based on the principle of equality of conditions for access and permanence in school. However, the existence of public policy in Brazil has proven insufficient to address the political and economic complexity required to consider the democratization of education in adverse contexts, such as the case of young Venezuelan refugees residing in Manaus/AM. A significant portion of these young people is excluded from high schools, often relegated to underemployment that hinders the realization of their rights to access and remain in basic education. Situated in this context, this study aims to analyze the dynamics of access to high school within the state education network, focusing on the context of young Venezuelan refugees located in the states of Roraima, Amazonas, and Acre. To this end, three specific objectives were established: (1) to situate the debate on refuge and the right of access to high school education for young Venezuelan refugees in Manaus/AM; (2) to investigate the process of educational access for young Venezuelan refugees in the Amazon region; (3) to analyze data collected from the State Departments of Education of Roraima, Amazonas, and Acre to verify internal processes related to school access for young refugees. This study falls under the research line "Education, State, and Society in the Amazon," which investigates the relationships between the State and Civil Society in social processes and struggles. It is a bibliographic and documental research study with a qualitative approach, grounded in the perspective of Historical Dialectical Materialism, utilizing the technique of document analysis. The data sources include international, national, and state documents, theses, dissertations, among others. The data and analyses indicate that the State Departments of Education of Roraima, Amazonas, and Acre have made significant strides in providing educational access to young refugees through the approval of Decrees Nº 26.615-E/2019 (Roraima, 2019), Nº 39.317/2018 (Amazonas, 2018), and Resolution Nº 68/2021 (Acre, 2021). The implementation of these legislations has been crucial to ensuring that a larger number of young Venezuelan refugees gain access to Brazilian education. However, the research reveals that, beyond access, there is a need to develop public policies focused on the permanence of these young individuals in educational institutions, ensuring that refugee youth have not only the right to access but also to remain in and receive quality education for their full development, exercise of citizenship and qualification for work.