Sistema de Organização Modular de Ensino (SOME) na Escola Antônio Vieira de Carvalho: um olhar sobre o Ensino Médio da Comunidade Belo Monte

Abstract

The work has as its theme: “Modular Teaching Organization System (SOME) at Antônio Vieira de Carvalho School: A look at the high school of the Belo Monte community” having as a research problem access to high school by the young people of the Belo Monte community and the implications of this type of teaching for the permanence of young people in the locality. The general objective of the research is to understand what are the challenges that young people face in accessing high school in the community. Specific objectives are: (1) to understand how this type of teaching is structured in the community; (2) identify who are the students and educators of this type of teaching; (3) discuss the challenges pointed out by both and; (4) problematize teacher training and performance and its relationship with the subjects and with the local reality. The research is qualitative with ethnographic methodological procedures, in a dialogical perspective, with listening to the research subjects, conducting open and semi-structured interviews, participant observation and documentary analysis. As a research tool, we worked with observation of the classes; elaboration of questionnaires; interviews with audio recording; elaboration of tables; informal analysis and conversations. The results of the research showed that students face great difficulties in accessing SOME high school education, which start with commuting to school with the lack of school transport. The precarious offer of education is due to the lack of proper space, lack of teachers and the lack of adaptation of the syllabus to the local reality. The research results show that, in addition to the lack of teachers with specific training in rural education, SEDUC also does not have enough teachers to meet the demand of rural schools. In addition to other factors, the weaknesses and difficulties of this modality cause demotivation, withdrawal and, consequently, the absence of some young people in the community. However, it is concluded that, despite the numerous difficulties presented, the subjects consider the offer of secondary education to be important. The theoretical basis is based mainly on some works by Arroyo (2006 and 2012), Caldart (2012), Minayo (2002), Moreira and Candau (2006), Molina and Sá (2012), Oliveira (2008) and the Operational Guidelines for Basic Education in Schools in the Countryside (2002), which discuss how the training and profile of educators should be, and the curriculum of schools according to the Education proposal required by the people of the countryside.