The challenges of educational systems adopted in Modular High School in the countryside at Rui Barbosa School, Medicilândia, Pará ; Los desafíos de los sistemas educativos adoptados en la Escuela Secundaria Modular en el campo en la Escuela Rui Barbosa, Medicilândia, Pará ; Os desafios dos sistemas educacionais adotados no Ensino Médio Modular no campo na Escola Rui Barbosa, Medicilândia, Pará

Abstract

ABSTRACT. The research aims to reflect on the Modular Teaching Organization System (SOME) based on a case study at Escola Rui Barbosa, Medicilândia, Pará. Focusing on supply and operation, in addition to understanding the process of acceptance of the Interactive Educational System (SEI) by the community. The approach was quali-quantitative, with interviews, collection and processing of secondary data and documentary research. Secondary education in this community is the result of collective social struggle, with an increase in the number of enrollments from 2003 to 2019, as well as a decrease in the number of dropouts. Despite the challenges of ensuring the supply of subjects, teachers and infrastructure, SOME was defended by the school community for guaranteeing access to secondary education in the countryside. The local community does not support replacement by the SEI presented by the state government as a pilot proposal, considering that there will be a loss in the quality of education and a devaluation of teachers. Popular participation in the definition of public educational policies is not a priority for public agents, who continue to define them without discussion with society. ; ABSTRACT. The research aims to reflect on the Modular Teaching Organization System (SOME) based on a case study at Escola Rui Barbosa, Medicilândia, Pará. Focusing on supply and operation, in addition to understanding the process of acceptance of the Interactive Educational System (SEI) by the community. The approach was quali-quantitative, with interviews, collection and processing of secondary data and documentary research. Secondary education in this community is the result of collective social struggle, with an increase in the number of enrollments from 2003 to 2019, as well as a decrease in the number of dropouts. Despite the challenges of ensuring the supply of subjects, teachers and infrastructure, SOME was defended by the school community for guaranteeing access to secondary education in the countryside. The local community does not support replacement by the SEI presented by the state government as a pilot proposal, considering that there will be a loss in the quality of education and a devaluation of teachers. Popular participation in the definition of public educational policies is not a priority for public agents, who continue to define them without discussion with society. ; RESUMEN. La investigación tiene como objetivo reflexionar sobre el Sistema Modular de Organización de la Enseñanza (SOME) a partir de un estudio de caso en la Escola Rui Barbosa, Medicilândia, Pará. Centrándose en la oferta y operación, además de comprender el proceso de aceptación del Sistema Educativo Interactivo (SEI) por la comunidad. El enfoque fue cuali-cuantitativo, con entrevistas, recolección y procesamiento de datos secundarios e investigación documental. La educación secundaria en esta comunidad es el resultado de la lucha social colectiva, con un aumento en el número de matrículas de 2003 a 2019, así como una disminución en el número de abandonos. A pesar de los desafíos de asegurar la oferta de asignaturas, docentes e infraestructura, SOME fue defendido por la comunidad escolar para garantizar el acceso a la educación secundaria en el campo. La comunidad local no apoya el reemplazo por el SEI presentado por el gobierno estatal como una propuesta piloto, considerando que habrá una pérdida en la calidad de la educación y una devaluación de los docentes. La participación popular en la definición de políticas públicas educativas no es una prioridad para los agentes públicos, quienes continúan definiéndolas sin discusión con la sociedad. ; ABSTRACT. The research aims to reflect on the Modular Teaching Organization System (SOME) based on a case study at Escola Rui Barbosa, Medicilândia, Pará. Focusing on supply and operation, in addition to understanding the process of acceptance of the Interactive Educational System (SEI) by the community. The approach was quali-quantitative, with interviews, collection and processing of secondary data and documentary research. Secondary education in this community is the result of collective social struggle, with an increase in the number of enrollments from 2003 to 2019, as well as a decrease in the number of dropouts. Despite the challenges of ensuring the supply of subjects, teachers and infrastructure, SOME was defended by the school community for guaranteeing access to secondary education in the countryside. The local community does not support replacement by the SEI presented by the state government as a pilot proposal, considering that there will be a loss in the quality of education and a devaluation of teachers. Popular participation in the definition of public educational policies is not a priority for public agents, who continue to define them without discussion with society. ; A pesquisa tem como objetivo refletir sobre o Sistema de Organização Modular de Ensino (SOME) a partir do estudo de caso na Escola Rui Barbosa, Medicilândia, Pará. Buscou-se sistematizar parte da trajetória do ensino médio modular das escolas do campo no município, com enfoque na oferta e funcionamento, além de compreender o processo de aceitação do Sistema Educacional Interativo (SEI) pela comunidade. A pesquisa tem ancoragem na abordagem quali-quantitativa com a realização de entrevistas, coleta e tratamento de dados secundários e pesquisa documental. O ensino médio nessa comunidade é fruto da luta social coletiva, ocorrendo o aumento no número de matrículas de 2003 a 2019, assim como a diminuição do número de alunos evadidos. Apesar dos desafios de assegurar a oferta das disciplinas, professores e de infraestrutura, o SOME foi defendido pela comunidade escolar por garantir o acesso ao ensino médio no campo. A comunidade local não apoia substituição pelo SEI apresentado pelo governo estadual como proposta piloto, considerando que haverá perda na qualidade da educação e desvalorização dos docentes. A participação popular na definição de políticas públicas educacionais não é prioridade dos agentes públicos, que continuam definindo-as sem a discussão com a sociedade. Palavras-chave: educação do campo, ensino médio, ensino modular. The challenges of educational systems adopted in Modular High School in the countryside at Rui Barbosa School, Medicilândia, Pará ABSTRACT. The research aims to reflect on the Modular Teaching Organization System (SOME) based on a case study at Escola Rui Barbosa, Medicilândia, Pará. Focusing on supply and operation, in addition to understanding the process of acceptance of the Interactive Educational System (SEI) by the community. The approach was quali-quantitative, with interviews, collection and processing of secondary data and documentary research. Secondary education in this community is the result of collective social struggle, with an increase in the number of enrollments from 2003 to 2019, as well as a decrease in the number of dropouts. Despite the challenges of ensuring the supply of subjects, teachers and infrastructure, SOME was defended by the school community for guaranteeing access to secondary education in the countryside. The local community does not support replacement by the SEI presented by the state government as a pilot proposal, considering that there will be a loss in the quality of education and a devaluation of teachers. Popular participation in the definition of public educational policies is not a priority for public agents, who continue to define them without discussion with society. Keywords: rural education, high school, modular teaching. Los desafíos de los sistemas educativos adoptados en la Escuela Secundaria Modular en el campo en la Escuela Rui Barbosa, Medicilândia, Pará RESUMEN. La investigación tiene como objetivo reflexionar sobre el Sistema Modular de Organización de la Enseñanza (SOME) a partir de un estudio de caso en la Escola Rui Barbosa, Medicilândia, Pará. Centrándose en la oferta y operación, además de comprender el proceso de aceptación del Sistema Educativo Interactivo (SEI) por la comunidad. El enfoque fue cuali-cuantitativo, con entrevistas, recolección y procesamiento de datos secundarios e investigación documental. La educación secundaria en esta comunidad es el resultado de la lucha social colectiva, con un aumento en el número de matrículas de 2003 a 2019, así como una disminución en el número de abandonos. A pesar de los desafíos de asegurar la oferta de asignaturas, docentes e infraestructura, SOME fue defendido por la comunidad escolar para garantizar el acceso a la educación secundaria en el campo. La comunidad local no apoya el reemplazo por el SEI presentado por el gobierno estatal como una propuesta piloto, considerando que habrá una pérdida en la calidad de la educación y una devaluación de los docentes. La participación popular en la definición de políticas públicas educativas no es una prioridad para los agentes públicos, quienes continúan definiéndolas sin discusión con la sociedad. Palabras-clave: educación rural, escuela secundaria, enseñanza modular.