Diretrizes para uma política de educação na floresta amazônica: o caso da Resex do Cazumbá Iracema-AC

Abstract

The present work aims at creating Educational Guidelines for the Cazumbá-Iracema Extractive Reserve (Acre, Brazil). The absence of a national forest education policy favors the existence of a type of education that leaves aside the specific social and human implications of these individuals. After obtaining the right to use the land, with the creation of extractive reserves (Resex), the inhabitants of these reserves need now to fight for basic rights, such as education. The collective creation of a local educational policy from national policies is part of the fight. In order to do that, the National Legal Framework and data on the access and permanence of students in formal education were collected and analysed through qualitative and quantitative methods. Also, the course plans of the disciplines offered were analysed and discussed in order to verify their contextualization with the reality of the social environment in which the Conservation Unit (UC) is inserted. The next step was to find, in the sources used, educational proposals to reduce the difficulties observed during the analyses. The process was consolidated when communities, educators and managers from the local education and from the Resex evaluated the Educational Guidelines in a workshop. The research was based on the Projeto Seringueiro (Rubber Tapper Project), on Paulo Freire’s ideas about popular education and on the claims of the National Council of Extractive Populations (CNS). In the end, it was observed that there are rights guaranteed by law that are not effective in reality. Considering that we deal with the lack of fundamental elements for the functioning of education, the guidelines have brought basic points, with few innovative proposals. On the other hand, positive points were identified in the local context, such as the success of the National Program for Access to Technical Education and Employment (Pronatec) and also the existence of interinstitutional partnerships to enable the provision of education.