This thesis presents research results on the differentiated school calendar for floodplain
schools in the municipal education network in the city of Sanarém/PA. Floodplains are
environments subject to flooding as a result of river floods in the Amazon. It is part of a more
comprehensive study, through which a portrait of schools in floodplain regions is being
produced, in the line of research: State, Public Policies and Education Management, in the
Postgraduate Program in Education in the Amazon (PGEDA-Ufopa) , Full network association
(Educanorte). It takes Historical-Critical Pedagogy and Historical-Dialetic Materialism as a
theoretical reference, to understand how the differentiated school calendar is contextualized
in the policy of the Municipal Department of Education and Sports (Semed). The general
objective was to understand the justifications for differentiation, its relevance and implications
for the development of educational activities, given the discrepancy with the regular calendar.
The methodological procedures included bibliographic review, reading and analysis of
documents, information obtained from oral sources including carrying out an educationalcultural competition. The results demonstrate that the differentiated school calendar was
important at the beginning of its implementation, in the 1970s, due to the precariousness of
schools in the face of river floods, but over time, after the improvements implemented, it
became an embarrassment to the community academic year, due to the divergence of the
school year in relation to the regular school calendar. As a result, instead of progress, the
calendar became a step backwards, so that one hundred percent of floodplain school
managers agree with its unification with the regular school calendar. It was therefore found
that the differentiated calendar for floodplain schools throughout its implementation appears
as an element of recognition of school diversity. Over time, contradictorily, it became an
instrument of late school exclusion for students living in the floodplains of Santarém/PA.
Therefore, suggestions are suggested for making improvements to achieve quality education,
materialized by the institution of public policies consistent with the reality of floodplain schools
experienced by managers, teachers and students.
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