The dissertation investigated the educational processes and strategies for decentralization of education in the municipality of the Archipelago Brief Marajó. Thus, we sought to identify the difficulties in implementing this process, and understand the strategies that rural communities use to overcome the politicaleducational schools. The research was guided by a case study, which was used for semi-structured interviews with teachers, managers, former managers, community leaders and union; desk review of educational laws, plans, reports and projects. The study shows that adherence to decentralization was full of conflict between the
municipal government and educators to have been aterialized without any form of dialogue with educators and civil society for clarification on the political conditions that take place. Moreover, it appears that decentralization was the mechanism used by the central government to carry out the decentralization of educational policies, however, it appears that the strategy to overcome the problems local education has not been successful, in contrast, the municipality has assumed all responsibility in overcoming their low educational indicators. Thus, it is possible to infer that the manager's time was more concerned with the resources that the municipality would receive through the FUNDEF FUNDEB today that the responsibility for educational quality. This occurs when analyzing the educational indicators of the city, especially the rural schools in that after the decentralization is not displayed any strategy of local governments in order to universalize the educational services, or policies that
can offer quality education to the people of field. The school buildings the majority works in inadequate which has harmed the working conditions of teacher and student learning. Allied to this problem is the issue of access and retention of students since the school bus does not meet all communities. Due to these challenges, rural communities, even individually, has sought dialogue with the municipal government forms to ensure the educational services on site. This has led the creation of dozens of schools in the countryside even though working in precarious situations in families,
churches, community sheds, ballrooms or even building their own resources. However, this is a political strategy that communities and educational viewing to ensure the State's presence in their social territories, quietly have sought legitimacy by guaranteeing the right to education in the field. Finally, research is in a moment of reflection and analysis about the conditions that education is being offered to the subjects of the field of Breves. It was a moment to recognize and discuss the educational experiences to promote theoretical and practical elements in discussions of education in the field and in the Amazon Marajoara.
|
