Dinâmica fluvial e políticas públicas educacionais: desafios da educação ribeirinha no Careiro da Várzea - AM

Abstract

This thesis investigates the disconnect between public educational policies and the geographical specificities of the riverine landscape in the municipality of Careiro da Várzea (AM), focusing on the triad of school transportation, academic calendar, and educational contents. It is grounded in the recognition that the Amazonian fluvial regime, characterized by the seasonality of floods and dry periods, constitutes a structuring element of the daily life and the lived space of riverine communities. The research adopts the geosystemic approach and the geographical categories of landscape and place as its method, articulating natural, social, and institutional elements. The methodology combines qualitative procedures, such as questionnaires, direct observation, and documentary analysis, structured across four methodological levels (Libault, 1971). The results demonstrate that the disregard for fluvial dynamics compromises the effectiveness of educational policies, generating divergences between institutional planning and local school reality. The analysis indicates that the fluvial landscape constitutes an organizing element of educational processes, directly affecting accessibility, school time organization, and content relevance. The study concludes that the absence of a geographical reading in the formulation of public policies contributes to delivery failures and discontinuities throughout the phases of the fluvial regime, and proposes contributions toward the construction of educational guidelines more sensitive to the Amazonian context.