Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e11877
Tocantinópolis/Brasil
v. 6
e11877
10.20873/uft.rbec.e11877
2021
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
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The challenges of educational systems adopted in Modular
High School in the countryside at Rui Barbosa School,
Medicilândia, Pará
Alcinei da Silva Araújo1, Fabíola Aparecida Ferreira Damacena2, Carla Giovana Souza Rocha3
1, 2, 3 Universidade Federal do Pará - UFPA. Campus Universitário de Altamira/Faculdade de Etnodiversidade. Rua Coronel
José Porfírio, 2515, Campus II, Bairro Esplanada do Xingu. Altamira - PA. Brasil.
Author for correspondence: alcinei1414@gmail.com
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: countryside education, high school, modular
teaching.
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
Barbosa School, Medicilândia, Pará...
Tocantinópolis/Brasil
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2021
ISSN: 2525-4863
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Os desafios dos sistemas educacionais adotados no Ensino
Médio Modular no campo na Escola Rui Barbosa,
Medicilândia, Pará
RESUMO. 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 abordagem foi 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.
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
Barbosa School, Medicilândia, Pará...
Tocantinópolis/Brasil
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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.
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
Barbosa School, Medicilândia, Pará...
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2021
ISSN: 2525-4863
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Introduction
The Organization System of
Modular Education (SOME) meets the
demand of peasants and traditional
populations for access to High School in
Pará, a state in the Brazilian Amazon
region. Since 2017, it has been replaced by
the Interactive Educational System (SEI),
causing numerous criticisms and
dissatisfaction from rural communities and
education professionals, who have required
effective participation in the evaluation and
definition of policies.
The relation between the countryside
and the city marks the process of subject
formation - peasants who have historically
struggled for conditions of equal access to
the right to Basic and Higher education, for
educational policies or affirmative actions.
This access provides the opportunity for
training and acting as teachers and
researchers in rural schools, ensuring
formal education in rural communities.
Furthermore, the training directly implies
the understanding of the individual as a
subject and their belonging to the
territories for which they resist and fight
for public policies aimed at citizens.
In this study, we brought together
students and teachers from primary schools
and universities to discuss the reality of
High School offered to rural communities
in the Transamazônica region, in the
southwest of Pará. In the process of data
production and organization, we accessed
research reports from the Tempos
Comunidade (Community time) of the
Licentiate degree in Rural Education,
which is the period students develop field
research, internships, and interventions in
their communities.
The Teaching Degree in Rural
Education, from the Federal University of
Pará, offered by the Faculty of
Ethnodiversity in Altamira’s Campus, is a
regular, on-site course, which through the
Pedagogy of Alternation, with alternating
stages of training, whose degree offer is
gives by area of knowledge. The course is
structured from the articulation between
teaching, research and extension, whose
objective is to promote teacher education
contextualized in the reality of their
communities of belonging, something
important for the reorientation of
educational public policies. This form of
alternating training is offered in the
intensive system and makes it possible the
access of traditional populations and rural
educators, who historically have not had
the opportunity to take a degree in a public
institution.
The academic works produced
during the Tempos Universidade
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
Barbosa School, Medicilândia, Pará...
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(university time), a period in which
students are in the classroom, consist of
practical activities on the actions
developed in the Community Times, with
the aim of mobilizing students to this
commitment to their own education and to
doing science aware of their role as
representatives of their rural communities
and schools. At the same time, studies on
the methods that represent the practical and
instrumental part of the research and the
epistemologies which signal theoretical
discussion and vigilant reflection on
practices and experiences that are woven
throughout training, towards the
understanding of these articulations
necessary to ensure the rigor and quality of
scientific production in the areas of
education and social sciences, without
losing sight of the historical
contextualization of the events (Gamboa,
2018).
In this sense, scientific research as an
action to understand phenomena, practices,
problems and social issues, is necessarily
articulated with the solution of problems
and with the social and historical contexts
that define them.
This study presents a reflection on
the Organization System of Modular
Education (SOME) offered at the Rui
Barbosa Municipal Elementary School,
located on the banks of the
Transamazônica highway (BR 230), in
Agrovila Jorge Bueno da Silva, in
Medicilândia, Pará, as well as how it
systematizes part of the trajectory of
modular secondary education in rural
schools in this municipality, focusing on
the functioning and challenges of offering
this type of education, and seeks to
understand the process of acceptance by
the school community for the
implementation of the Interactive
Educational System (SEI), proposed by the
state government of Pará.
Methodology
This qualitative research uses the
case study as a method. Merriam (1998, p.
13) argues a qualitative case study is “an
intense, holistic description as well as an
analysis of a limited phenomenon, such as
a program, an institution, a person, a
process or a social unit”. From this
statement by Merriam, the case can be “a
person, a program, a group, a specific
policy and so on”, using interviews,
observations, and document analysis for
data collection (Yazan, 2015, p. 174).
Thus, the case study of modular secondary
education systems took place within the
context of the Rui Barbosa School, in
Medicilândia, Pará.
In this research, data were produced
from structured interviews with students
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
Barbosa School, Medicilândia, Pará...
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and managers of schools at the Polo Rui
Barbosa and Francisca Gomes dos Santos,
as well as the 10th Regional Education
Unit (URE) and of Medicilândia
Department of Education (SEMED). The
subjects agreed to participate in the
research for academic-scientific purposes
by signing an Informed Consent Formi,
and identified by the initials of their
names.
Due to the new coronavirus (SARS-
COV 2) pandemic and as a consequence of
this context the closing of schools and
institutions, interviews with graduate
students from the Rui Barbosa School,
with the coordination of the 10th URE and
with representatives of the City
Department of Education were carried out
via message app (WhatsApp).
Data from the reports of the
observation period and research in Tempos
Comunidade were also considered, as well
as from one of the supervised internships
in high school carried out in the Teacher
Degree in Rural Education (Araújo, 2019).
We also present demographic censuses
from the IBGE, and data from the school
census of the head school EEEM
Professora Francisca Gomes dos Santos, of
the 10th URE/SEDUC and of the Rui
Barbosa School.
Therefore, recognizing that the
countryside, beyond being a place, is a
territory, whose rural communities play a
direct role in the production of research
experiences, provoking a philosophical
reflection on the nature of those
experiences in their manifestation in the
educational area. Both the perspective of
totality and the particularity of reality are
crossed by different areas of knowledge
and paths in the process of describing and
debating the construction of the object
"education" by the human subject, woven
in the context of historical and cultural
reality (Gamboa, 2018).
The Modular Education System:
political and pedagogical path at Rui
Barbosa School
The Organization System of Modular
Education (SOME) of the State
Department of Education (SEDUC) Pará is
implemented in the expectation of meeting
what was provided for in the Brazilian
Federal Constitution of 1988, in item II, of
article 208, of constitutional amendment nº
14/1996, which establishes that it is the
State's duty to guarantee the progressive
universalization of free secondary
education in public schools.
For Sacramento (2018), formal
education at the basic level is characterized
by the process of integration and subject
formation. Based on this assumption,
modular high school aims to develop
human skills in general, providing the
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
Barbosa School, Medicilândia, Pará...
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necessary conditions for the acquisition of
knowledge and, in a way, considers the
social needs of young people, since the
practice of coexistence depends on the
development of knowledge that now
becomes important instruments for
personal and collective fulfillment, within
their family or community of belonging.
This education system (SOME), as a
public policy, was created in 1980 in the
state of Pará, with the objective of
guaranteeing basic education to rural
populations, and started to be implemented
by SEDUC in 1982. In 2019, it served 144
municipalities, according to SEDUC,
constituting a strategy to take secondary
education to communities with difficult
access and with lower demographic density
(State Department of Education, 2008).
SOME is still working today by
offering disciplinary modules for
secondary education to young people and
adults in 22 Regional Education Units
(UREs). Among these regions, the 10th
URE is located in the municipality of
Altamira, it is responsible for a total of
eight municipalities in Pará, namely,
Altamira, Anapu, Brasil Novo,
Medicilândia, Porto de Moz, Senator José
Porfirio, Uruará and Vitória do Xingu,
with a total of seventeen schools (State
Department of Education, 2020).
According to the coordination of the 10th
URE, the regional has a staff of 51
teachers, 41 permanent and 10 temporary,
01 supervisor and 01 teacher acting as a
technician and has approximately 10,393
enrolled students, according to the Census
of 2019 (State Department of Education,
2020).
It is undeniable that the
decentralization of education was a
fundamental milestone in the history of
education in Brazil, as it enabled the return
of young adults from the countryside to
schools, which for years had no access to
secondary education, or even to the final
grades of education fundamental, because
they are concentrated in the urban
environment.
In Medicilândia, according to the
history of the Political Pedagogical Project
of the Professora Francisca Gomes dos
Santos High School, Modular Rural was
implemented in 2001, along with the
Ensino-Normal Magistério, courses that
enable one to teach in Early Childhood
Education. During this period, teachers
came from other cities due to the lack of
qualified professionals in the locality to
work in secondary education. In 2003, in
view of the students’ demands, it was
authorized the regular High School through
Ordinance nº 529/2003-GS-SEDUC. In
2005, modular education (basically a
structure formed by a module referring to a
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
Barbosa School, Medicilândia, Pará...
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certain discipline or area of knowledge)
was abolished in the urban environment,
and until today the provision of regular
education from kindergarten to high school
remains.
SOME’s focus at the time was
vocational high school education, the
students were trained and able to work in
the labor market, in the areas of Teaching
and Accounting.
Brayner (2012) emphasizes that,
according to SEDUC records, in her
research on the Organization System of
Modular Education in rural areas:
In the first moment of
implementation, the Teaching course
was prioritized with the intention of
training teachers to work with the
initial grades of elementary school. In
the second moment, there was
expansion with the courses of
Accounting, Administration, Human
and Biological Sciences, seeking to
meet the requests and demands of the
municipalities (Brayner, 2012, p. 18).
The author goes on to explain the
organization and functioning of the system,
which: “... at the time, they provided for
the displacement of the teacher from the
city to the rural area, in order to teach his
subject during the period foreseen for the
module, staying in each location, with the
teacher having to fulfill the workload and
pass the necessary content for the desired
training”. (Brayner, 2012, p. 18).
Considering the need to offer high
school in the municipality, local
representatives sought out the State
Department of Education (SEDUC) to
demand a type of education that
contemplated and met the population's
needs. Thus, the teaching modality known
as rural modular was implemented, which
operated at the Abraham Lincoln School
and served both people from urban and
rural areas. Thus, according to information
from the school principal, Abraham
Lincoln School was the first institution to
receive SOME in the municipality of
Medicilândia, later transferred to Francisca
Gomes dos Santos state school.
Therefore, the modular educational
system was implemented in the city before
what is shown in the history of the current
reference school. In this regard, the current
principal of the Abraham Lincoln School,
who was the principal in charge at the
time, reported that:
I don't know when SOME was
actually implemented in the school,
I only know that it was in the 1990s.
It worked as follows, one subject at
a time, teachers came from Altamira
and other cities and stayed at other
teacher’s houses and taught one
subject at a time in a module, in the
night shift (Teacher Z.M., Principal
of Abrahan Lincoln School, 2020).
With the city's population growth,
the demand from students increased and
thus the modality of modular education
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
Barbosa School, Medicilândia, Pará...
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started to be implemented in four other
communities: Jorge Bueno da Silva (Rui
Barbosa School), Nova Fronteira (Gaspar
Viana School), São Braz (Vitória Régia
School) and União da Floresta (Nossa
Senhora das Graças school). These four
are called the Head schools (escolas
pólo), which in turn are responsible for
the adjacent schools. The attached schools
are in the neighboring areas, which are
the unpaved roads that depart from the
main axis, which is the Transamazon
Highway and enter tens of kilometers into
the rural area of the municipality.
With the territorial extension of
8,272,629 km² and with 65% of rural
population, according to the 2010 IBGE
Census, Medicilândia has as its economic
base agricultural activities predominantly
family-based, in which the reality and
daily life of the countryside are well
differentiated in relation to the city center,
lacking access to public services,
commerce in general and infrastructure.
The implementation of high schools in
rural communities created new
possibilities for maintaining families on
their properties and improving living
conditions.
The director of the school Rui
Barbosa, who was the educational
supervisor at the time, points out that
before SOME was implemented in the
community, the teaching modality
operated through the Special Group for
Modular Education (GEEM) program,
which offered high school education, but
there was resistance from the community
who expected the modality for its regular
offer and not in modules. This project
worked until the implementation of the
SOME.
The Modular System generally
works in rural communities, occupying
classrooms in municipal schools,
provided by the local government, when
there are no hours with elementary school
classes. In the Jorge Bueno da Silva
community, high school classes happen at
night, providing access to people who
work during the day.
It is important to point out that this
educational system was gradually
implemented in the city, as well as in the
Jorge Bueno da Silva community, where
it started in 2003. As evidenced by Silva
and Tontini (2007, p. 48), finally, in 2003,
it began the secondary education, which
was incorporated gradually, that is, from
the 1st to the 3rd grade. In March 2006,
there was the graduation ceremony of the
first high school class at the Rui Barbosa
School. High school was a source of pride
and happiness for the entire community,
as reported.
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
Barbosa School, Medicilândia, Pará...
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The happiness of all those present
was visible, as the children of
farmers who until then had walked
20 km to study in the city and often
could not return home on the same
day due to the puddles caused by
the rains in the winter period,
preventing the traffic of the vehicles
that carried them ... these students
often slept in the car or walked
home at dawn the next day, as they
studied at night, and the situation on
the Transamazon Highway did not
offer trafficability (Silva & Tontini,
2007, p. 48).
Figure 1 contains the numbers of
students enrolled in high school over the
years, in the SOME modality, according
to each grade in the Rui Barbosa School
since its implementation.
Figure1 - Number of students enrolled at Rui Barbosa School by grade and year.
Source: Data provided by the Rui Barbosa School’s office (2020).
The educational statistical data
presented in Figure 1 show there was a
rise in the number of students enrolled in
high school/SOME between 2003 and
2019, reaching 91 students enrolled in
2017. From the year 2005, period when
the three high school grades began
operating in this location, there was a
decline in the number of enrollments in
2008 with 39 students enrolled and then,
there was a progressive increase,
decreasing again in 2019.
The 2010 Census indicated the rural
population of Medicilândia was 17.820
inhabitants out of a total of 27.328, and in
later years an increase in migration to the
city center and to agrovillages was
observed, in search of education and
health services, as well as work. In other
words, the Rui Barbosa school is an
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
Barbosa School, Medicilândia, Pará...
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important reference of access to education
for families and, in 2020, 54 students
were enrolled in high school, 24 in the
1st, 12 in the 2nd and 18 in the 3rd grade,
representing 26.7% of the total number of
students enrolled in this modality in the
city.
Next, dropout will be analyzed as
one of the challenges that educational
systems face, as the data in Figure 2
present. Dropout rates also vary widely,
and in the years 2019 and 2018 there was
a significant drop.
Figure 2 - Number of enrolled and dropout students at Rui Barbosa School.
Source: Data provided by the Rui Barbosa School’s office (2020).
According to the students, there are
several factors that lead them to give up on
their studies, among which the following
were highlighted: distance between the
school and their homes; closed roads
during the rainy season; tiredness, because
they are workers during the day, whether
in domestic, contracted or other forms of
work; pregnancy and lactation period, in
the case of women who end up being the
main responsible for the care of their
children.
In the region, cocoa production
predominates, many families move to work
as sharecroppersii, thus, school dropouts
happen because they need to migrate to
other locations. We also highlight the
instability during the modules, due to the
lack of courses offered not having
qualified teachers available. All are factors
that influence school dropout and, in turn,
reverberate in the limitation of the modular
system.
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
Barbosa School, Medicilândia, Pará...
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The data collected at the Rui Barbosa
School shown in Figure 2 also indicated a
reduction in the number of enrollments in
the last 2 years, with 68 students enrolled
in 2018 and 60 in 2019. The school
principal emphasizes the reduction in
enrollments is due to the number of local
youth which is also decreasing, some
leaving the community in search of job
opportunities, others are getting married
and there are those who no longer want to
study.
Although the number of students has
decreased compared to 2017, the rate of
students who completed high school in the
community and entered higher education
increased in 2018 and 2019.
The Organization System of Modular
Education has the following hierarchy and
function: State Department of Education-
SEDUC (responsible for state
coordination); the Regional Education Unit
- URE/SEDUC (regional coordination
responsible for providing qualified
teachers); head school (coordination of
circuits by municipality, responsible for
document administration) and Polo
Schools, where SOME is offered.
Thus, the state government is
responsible for maintaining qualified
teachers and the municipal government's
duty is to provide the structure where
classes will take place, which is not the
case of Rui Barbosa, as the structure is
already statewide. The municipal
government ensures the provision of
school transport, as guaranteed in the Law
of Directives and Basis for National
Education (Lei de Diretrizes e Bases -
LDB) no. 9.394/96, in article 208, to
ensure education for students who live in
villages farther from the school in which it
is offered the module, however, transport
only works while elementary school
classes take place. School meals are also
the responsibility of the municipal
government, as guaranteed by Law no.
11.947/2009, in Article 208 of the Federal
Constitution. Regarding the management,
Rodrigues and Silva (2018, p. 268) state
that:
There is no specific management
team for the modular system in the
operating locations. Although the
school is in their community (or in
neighboring areas), they are linked
to a Head School, located in the city
and responsible for meeting the
pedagogical-administrative
demands in conjunction with the
Regional Education Units.
In this sense, despite not having a
specific management team to meet the
modular system, the school's technical-
pedagogical and administrative team
provides support in the enrollment and
during the school year, such as access to
the library, use of the laboratory,
information technology, currently
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
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installed in the library, printed materials,
maintenance of classrooms, among
others.
Throughout the year, the school
offers four modules and each module lasts
02 months, depending on the workload of
each curricular component, namely,
Portuguese, English, Mathematics,
Chemistry, Physics, Biology, History,
Geography, Physical Education,
Philosophy and Sociology; and the
diversified curricular components that
are, Arts and Aspects of Citizen Life for
the 1st grade, Amazon Studies for the 2nd
grade and Portuguese Language II for the
3rd grade. When they are unable to offer
all the components during the year, they
are offered at the beginning of the
following one as a replacement, parallel
to the new school year.
According to reports from the
school principal, in 2017 and 2018 some
subjects were no longer offered because
there were not available teachers. There is
a huge concern not only on the part of the
students who are taking the course, but
also by the school management, in
relation to the difficulties in the learning
process and in the development of skills
to succeed in the National Secondary
Education Examination (ENEM), college
admission exams and public contests.
There was also school dropout
throughout the school years, despite the
decrease in 2019 and 2018, it may be
related to the socioeconomic
characteristics of students in the
community and the very functioning of
the modular education system, which
need to be considered when discussing
the planning of educational actions aimed
at the countryside, as well as rethinking
the curriculum itself in rural areas.
Besides, SOME's vision is focused on
preparation with a view to entering
university, which is not always the
expectation of young students, as
concluded by Oliveira (2010, p. 105) on
other points of view to be considered for
teaching in rural schools:
... SOME does not experience
informative and training aspects
related to local production, its
contents are aimed at preparing for
the college entrance exam and the
urbanization process. It opens new
life expectations for its users,
especially the aspiration to attend
higher education and the search for
work in urbanized areas. In other
words, the starting and ending point
of knowledge is the city, an aspect
that, in principle, the Program was
intended to avoid.
Participants do not question the
pedagogical quality of education offered
by SOME, however, there is no
appreciation of local knowledge, as the
contents take urban living as a reference,
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
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rather than encouraging students to study
and stay in their communities, valuing the
countryside and its way of life. As if this
decontextualization of education was not
enough, in 2017, the state government
began to implement the replacement of
SOME by SEI (Interactive Educational
System), which, according to SEDUC, is
a methodology for regular and in-person
secondary education with technological
mediation through video lessons, whose
implications in the learning process are
reflected below from the subjects who
experience this reality at Escola Rui
Barbosa.
SOME and SEI: what do students,
teachers and managers think?
The Interactive Educational System
(SEI) is a project of the Department of
Education of the state of Pará that
proposes to expand high school in rural
communities. At first, it uses a face-to-
face methodology, mediated by video
lessons (SEDUC, 2021). It was
authorized by the State Council of
Education of Pará through resolution No.
202, April 25, 2017, Opinion No.
205/2017 - CEE/PA and has among the
goals of the State Education Plan, that of
"raising the quality of basic education in
all stages and modalities, with an
improvement in the school flow, in order
to reach an average of 5.3 in the Basic
Education Development Index (IDEB) by
2025" (State Department of Education,
2018).
It is also important to highlight that the
Interactive Educational System is an
initiative made possible by the
Program for Quality Improvement and
Expansion of Education Coverage in
Pará, made possible through financing
provided by the state government with
the Inter-American Development Bank
in December 2013 ... classes are
broadcast daily from the Media Center
located in Belém, the state capital, and
taught by teachers specialized in their
respective disciplines. The content is
received in rural communities by
students and local teaching activities
are conducted by mediating teachers,
dedicated exclusively to the SEI class
and present daily in the classrooms.
The role of these teachers is central in
the methodology of face-to-face
teaching with technological mediation,
since they are responsible for
connecting students to teachers in real
time, answering questions and carrying
out classroom dynamics that
encourage exchanges and maintain the
quality of teaching (State Department
of Education, 2018).
According to SEDUC-Pará, from a
technical point of view, students watch
the classes transmitted via satellite
through a TV installed in the room
dedicated to the SEI, located in a School
of the Municipal Network. All classrooms
also contain microphones for
communication between students,
mediators and teachers, a computer,
where the mediator can send questions
through online chat, answered by a
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
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teacher on duty, located in the Media
Center (State Department of Education,
2018).
The Department of Education
justifies the implementation of the SEI by
the complexity of the provision of
secondary education in rural regions, the
demand to be met, the phytogeographic
conditions and the proficiency and
dropout rates.
In this universe of State Schools,
there is a high dropout rate and low
proficiency rates in Portuguese and
Mathematics, 17% of rural students
drop out of studies, against 14.9% in
urban areas, according to the School
Census/ INEP. According to the 2016
results of the educational assessment
system in Pará, 60.7% and 78.6% of
students are below basic proficiency
in Portuguese and Mathematics,
respectively (State Department of
Education, 2018).
SEI classes would normally start in
the 2018 term. SEDUC's goal was to
bring regular high school, through
technology, to 145 classrooms. By the
end of 2018, this education system was to
be in operation for the participation of
6,400 students in pilot classes in 61
locations in Pará.
To verify the position on the SEI,
the point of view of teachers and students
from the Rui Barbosa School was sought,
who participated in a meeting that took
place at the 10th URE, municipality of
Altamira on the implementation of this
teaching modality that would take place
at the school community in the year 2018,
the period in which the change would
take place and would be the target
audience of this system.
At the meeting held in Altamira in
2017, some questions about the new
system to be implemented were clarified
and students raised several concerns
about its structural and pedagogical
feasibility and requested that SOME
continued. From this manifestation and
others, the SEI modality was
implemented only in one community in
the city for testing, at Magalhães Barata
School.
Students were asked about SEI, as
students of the Modular Teaching System
and the potential future users of the new
modality. The subjects were dissatisfied
and unsure about the benefits of this
change, as shown in the statements
below.
I believe it would have no benefits
but harms. Because this system
would only delay the teaching of
our community, which is already
behind compared to large cities. In
my opinion, it would not work,
because it is already very difficult to
learn with the teacher in the
classroom to clear all our doubts,
imagine just a class on television,
where students would not have the
resource to answer their doubts,
which is essential for the learning
(E.P.A, former SOME student in
the community, 2020).
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
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In my point of view, the model that
was to be implemented would cause
some delays in education because it
prevents the student from
interacting in real time with the
teacher, the student from clarifying
their doubts and everything else. In
my opinion, this is what the teacher
is for, he is there to talk, interact
with the student, to clarify all
doubts and if the student were to
have a class, let's say remote, we
would have it at home, we would
study at home through internet, but
not all students had internet at the
time. The teaching modality they
wanted to implement would bring
some changes and would probably
delay education, because with the
teacher in the classroom it is already
difficult, imagine just a class being
broadcast through a screen or
television for us (E.C.A, former
SOME student, 2020).
When questioning another student,
she stated to have the same way view, and
cites as an example the moment the world
is going through, with the confrontation
of the new coronavirus pandemic
(COVID-19), students are trying to
continue their studies through digital
platforms, however, are finding it difficult
to learn the content, not to mention that
not all students have access to
technology.
I believe that it would be a delay in
learning, because it is difficult to learn
only by watching classes on the internet,
not everyone has an easiness to learn, but
with the teacher in the classroom we don't
learn a lot, imagine with only videos,
outside that the teacher would be replaced
by a technology that would not benefit
everyone. We have seen many examples
now with this pandemic, many students
are not studying because the classes are
being made through videos, and many, as
I mentioned earlier, have difficulties to
learn. It's been a big challenge for young
people today, I even saw in the newspaper
that many young people are complaining
about these classes through videos. (S.S.,
former SOME student in the community,
2020).
I believe that it would be a delay in
learning, because it is difficult to
learn only by watching classes on
the internet, not everyone has an
easiness to learn, but with the
teacher in the classroom we don't
learn a lot, imagine with only
videos, outside that the teacher
would be replaced by a technology
that would not benefit everyone. We
have seen many examples now with
this pandemic, many students are
not studying because the classes are
being made through videos, and
many, as I mentioned earlier, have
difficulties to learn. It's been a big
challenge for young people today, I
even saw in the newspaper that
many young people are complaining
about these classes through videos.
(S.S., former SOME student in the
community, 2020).
The interviewees basically have the
same vision in relation to this interactive
educational system, mainly in terms of
accessibility and learning through video
lessons. Regarding the issue of high
school reform, when we questioned
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
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pioneer teachers of the modular education
system about the possible replacement of
SOME by SEI and the struggles they have
been facing to maintain this type of
education, they answered:
SOME is a project to serve rural
communities, where the internet is
not yet of good quality and the
replacement of the presence of
teachers in these communities by an
internet system or TV signal is an
unfeasible project, firstly the
population's culture from the field is
another. It is the contact, the
dialogue with the professionals that
increases learning, staying in front
of a device will not have learning, it
may reduce the high school
completion rate, the quality will be
much lower. And with that, it will
harm the competition for places at
universities between those who live
in the countryside with those who
live in the city, because those who
are in regular high school have
access to a high-quality course and
the internet; today, SOME competes
on equal terms with the regular
system of any city in the state of
Pará. This SEI project is unfeasible,
we have already been to Belém with
the Education Department of the
previous government, the union
continues to discuss this. As for the
government, we are the ones who
work and know the reality of rural
communities in the state of Pará, we
disagree with this project and hope
that the government can give up and
keep SOME working in rural
communities and that it can take it
to others that do not yet have it
(A.N., SOME professor, 2020).
In the same sense, SEI is not
appreciated by the teacher A. C. R, who
works at SOME, and has resisted,
fighting for a quality education to be
offered by the current modular system.
Currently, SOME has been facing
several government attacks to
replace SOME by SEI. Such an
attempt is an affront to the student
from the countryside, as we know
of the scrapping suffered
intentionally by the Modular
Education Organization System,
aiming at discrediting it in favor of
the implementation of SEI, since it
does not offer maintenance of basic
needs for students regarding the
teaching-learning process. Despite
the issues caused by government
neglect, SOME has shown, over the
years, a positive performance in the
educational process, thus
strengthening the struggles of
educators and students in
maintaining in-person classes and
not the cold and inert teaching
proposed by SEI. (A.C.R., SOME
teacher, 2020).
As we can see in the opinions
posted, SEI it's a system not well
regarded by students from the
communities and teachers who work at
SOME. From this perspective, when
questioning the municipality's Secretary
of Education in relation to the system
implemented as a pilot project in one of
the schools in the municipality's rural
area, he points out:
Today we have only one school
with the SEI system, now entering
the 3rd year through media
intervention. I had the opportunity
to follow the classes via the
platform, where the students
observe the classes, they pay
attention to the teacher and then
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
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work on solving the activities. I
didn't particularly find any negative
in relation to this type of teaching.
In fact, at the time I was watching, I
even saw students much more
concentrated than in a normal
classroom. In my point of view, it's
a way, a new methodology that can
work! Because the student is not
absent from the teacher. Did you
understand? The teacher is only at a
distance, transmitting his lessons
through a screen, but it is as if it
were a normal face-to-face lesson,
because there is interaction with the
teacher. From my point of view, I
didn't find faults, I found it merely
positive and interesting, and it was
even proven to Magalhães Barata
school students, including one of
the students who completed the 3rd
grade last year, took the ENEM and
he didn't do it bad in the test. Did
you understand? So, I don't have
criticisms, I need to observe more
so I can present criticisms, because
until then I have nothing to
complain about, from the little time
I observed the SEI teaching classes,
which is the Interactive Educational
System (Professor W.F.,
Medicilândia’s Department of
Education, 2020).
The representative of the Municipal
Department of Education sees the system
as a viable alternative for communities
that until then had not been offered
secondary education, and which have
only seen positive points when observing
the classes in the pilot school.
The former coordinator of modular
rural system and current coordinator of
educational programs in the city,
professor C.N., who accompanied the
entire process of the program
implemented at Magalhães Barata School,
27 km from the municipality's center,
says that the community in general,
students, parents, mothers and teachers
evaluate the program as positive, and it
will be implemented in three more
schools. When asking him why this
school was chosen, he explains that:
The pilot plan was to install at km
80, at the Gaspar Vianna school.
But given the dynamic that no one
knew about the program, the
community did not accept it. Then
we got together and tried to take it
to one of the communities that
always fought for the
implementation of secondary
education. Magalhães Barata school
was chosen because the 10th URE
had already been visited, and
Magalhães Barata is a Head school,
which serves students from km 105
to 90, students from neighboring
areas. (Professor C.N., former
coordinator of modular rural system
and current coordinator of
municipal programs, 2020).
When asked what he thinks of this
modality and how teachers in the region
and municipality who qualified to work in
secondary education would be included in
the SEI, and although he did not
problematize the issue, he replied:
The SEI is not bad as people say.
When participating in a class, you
realize that there is no difference
from what is done in regular
education. Only the dynamic
changes. For communities that
cannot install SOME and regular
classes, it is extremely important.
During classes when there are
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
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doubts, the student solves it
normally. Although they are
broadcast live via satellite, the
classes are recorded, if there is any
problem, the students can watch
them later. I participated in a class
and from my point of view, very
interesting, when I return to classes,
I will invite some regular students
to join a class. For teachers to be
included in the program, they need
to undergo a selection process that
is carried out by SEDUC (Professor
C.N., former coordinator of the
modular system and current
coordinator of municipal programs,
2020).
We observed that, to work at SEI,
the professional as a monitor needs to be
dynamic and qualified to help students
solve their doubts, including by
mobilizing teachers remotely and having
a certain mastery of the knowledge of
each discipline. It is in this way that the
government provides a significant
decrease in the hiring of education
professionals and travel costs.
When questioning the current city
programs coordinator about how the
curriculum is worked at SEI, whether it is
suitable for local specificities or is already
made, unified, states:
Regarding the Curriculum, students
are not harmed. The curriculum is
the same as regular education.
However, in this case, meetings are
held with students, parents and
guardians and communities in
general, and within them, projects
are organized that must consider the
reality of the community. Also,
workshops are organized with
themes that improve the quality of
life of those communities (Professor
C.N., former coordinator of the
modular system and current
coordinator of city programs, 2020).
Although both programs, the
Organization System of Modular
Education and the Interactive Educational
System, are criticized and seen in their
pros and cons, they are the only policies
that aim to bring formal education to rural
communities, with a gradual reduction in
investments for those students to have
quality regular education, in-person, with
structure and qualified and valued
teachers. These systems are defined
because education, and even more, that
offered to rural populations, is not a
priority, given the neoliberal, excluding
perspective, which discriminates and
denies social rights.
SEI certainly does not respond to
this challenge, it cannot manage to
redirect the state's path in rural secondary
education, it cannot meet the goal of
providing support to around 5.000
students in all integration regions of the
state through the installation of a total of
145 teaching transmission points.
The Forum of Rural Education in
Pará has been an important space of
struggle and has resorted to the Public
Ministry of the State of Pará, in order to
take legal measures and possible
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
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interventions in favor of the diversity of
peasant populations, quilombolas,
traditional communities and indigenous
peoples, which resulted in public civil
actions to suspend the offer of secondary
education by the Interactive Educational
System, in conjunction with mobilization
actions by the Pará State Public Education
Workers Union (SINTEPP) and
mobilizations by school communities.
Educators from the Modular
Education System SOME mobilized
students and their families in the
municipalities to pressure the
Departments of Education not to
adhere to SEI. The Forum of Rural
Education in Pará has denounced in
its meetings the derisory attendance
of secondary education in rural,
indigenous, extractivist and
quilombola territories in the state of
Pará, which does not reach 18% of
young people in the age group
defined by legislation (from 15 to
17 years old) (Forum of Rural
Education in Pará, 2021).
The State needs to create public
policies to serve these populations,
especially in education, offering
textbooks to meet the needs of schools
and communities of the countryside,
forests and waters and that are consistent
with the modality of teaching, materials
and technologies to contribute to the
quality of education offered. This would
be the role of the State when we say:
“Education in the countryside, everyone's
right, the State's duty”.
The continuing education of
teachers and the offer of teaching
materials based on a curriculum designed
within a proposal that seeks to break the
dissociation between school knowledge
and citizenship, which can consider both
school content and local reality, elements
of the socio-historical context of
construction of the teaching and learning
process (Rocha & Nunes, 2009). In this
methodological and dialectical
movement, the curriculum,
contextualized, can express characteristics
and temporalities of traditional
communities to give life and potential for
transformation and emancipation to the
subjects of the school and the community.
Education as a political and social
act must provide the development of
children, youth and adults, in order to
promote training with a view to preparing
them for participation and full exercise of
citizenship. We remember Paulo Freire
when we thought of education in its
political, emancipatory, and quality
character.
Quality of education; education for
quality; education and quality of
life, no matter in which statement
they are found, education and
quality are always a political issue,
outside of whose reflection, from
whose understanding it is
impossible for us to understand
neither one nor the other (Freire,
2000, p. 43-44).
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
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Understanding the limits of
educational practice indisputably
demands political clarity from
educators regarding their project. It
demands that the educator assume
the political nature of their practice.
It is not enough to say that the
political act is also educational. I
cannot think of myself as
progressive if I understand the
space of the school as somewhat
neutral, with little or nothing to do
with class struggle, in which
students are seen only as
apprentices of certain objects of
knowledge to which I lend magical
power. I cannot recognize the limits
of the educational-political practice
in which I am involved if I do not
know if I am not clear in the face of
who I am practicing in favor of. Or
in favor of who I practice, I find
myself at a certain angle, which is
of class, in which I divide the
against whom I practice and,
necessarily, why I practice, that is,
the dream itself, the type of society
whose invention I would like to
participate (Freire, 2000, p. 46-47).
Among the many lessons left by
Paulo Freire, we have the task of radical
and liberating critical training, working
on the legitimacy of the ethical-political
dream of overcoming unfair reality.
To work on the genuineness of this
struggle and the possibility of
change, that is to say, is to work
against the force of the dominant
fatalist ideology, which encourages
the immobility of the oppressed and
their accommodation to the unjust
reality, necessary for the movement
of the dominators. It is to defend a
teaching practice in which the
rigorous teaching of contents is
never done in a cold, mechanical
and lyingly neutral way (Freire,
2000a, p.43).
The voices of students and research
subjects are witnesses to the history of the
construction of Brazilian people’s rights
who live in the countryside and work with
education. These are experiences and
practices of educators from various
popular movements, who translate the
daily reality of education in the
countryside and deconstruct the idea of
the city as a civilizing reference,
understanding that the spaces of the
countryside and the city are inseparable
from the point of view of the expression
announced by Arroyo (2007).
An education conceived based on
the reality of agrarian reform areas,
quilombola and riverine territories, has
demanded the construction and
improvement of rural education projects.
The social and union movements are
protagonists in this process of conquest,
however, given the national situation we
are experiencing, we need to point out the
difficulties and challenges of the
educational process that involves the
rights of rural peoples and their living and
citizenship conditions.
Rural Education in the context of its
theoretical and practical challenges has its
history circumstantiated by the
contradictions of rural reality and
expresses that rural education is not
isolated, it is collective and
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
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contextualized in the perspective of social
transformation and alternative and
collective forms of production of life.
The researches carried out by the
undergraduate students of the
Undergraduate Course in Rural Education
reveal the contradictions that exist in the
rural elementary school, the history of the
subjects' struggle, the migratory process
and collective organization of community
life, in search of access to knowledge and
schooling as part of the strategy of
resistance to the exploitation of capital.
We have lived and built an
accumulation of diverse educational and
pedagogical political experiences in the
context of the Rural Education
undergraduate course, in the search and
fighting for an education project, society
changer, impregnated with meaning and
life, “this life lived every day as it is
experienced and thought of by the
different categories of people in the place,
but mainly by the students and through
them, which is important to consider as a
starting point” (Brandão, 2003, p. 231).
The knowledge we produce, in the
relationship between university and
elementary school, in the daily
experiences of professional training and
performance, in practices and in public
policies, culminate in a community that
we form through the project of society
that we aspire to and are building. We are
nourished by critical pedagogical
conceptions, based on an epistemology
that challenges the trends and conceptions
that have been shaping contemporary
Brazilian educational policies, thus
demanding the transformation of the
school (Moura et al., 2020).
High school has a lot to advance in
terms of the principles of rural education,
and the triad: countryside, education, and
public policy. The reality of the
countryside, of peasant territories,
indigenous peoples, quilombolas, forest
and water peoples, express urgent
demands and it is necessary to think of an
educational action that considers the
reality of public policies as they are
presented in each historical period, as
public policy does not exist without
public education, without public schools,
which in turn, in order to exist, need a
social and political territory.
The study of reality plays an
essential role in transformative
education. It is related to a
pedagogical work that aims to
provide the student with knowledge
of reality and self-knowledge. It
also aims to establish and expand a
growing interrelationship with the
community, with a view to
transforming the school into a
“center of production, recreation
and irradiation of culture”
(Brandão, 2003, p. 230).
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
Barbosa School, Medicilândia, Pará...
Tocantinópolis/Brasil
v. 6
e11877
10.20873/uft.rbec.e11877
2021
ISSN: 2525-4863
23
We discussed about data from the
reality of a school to reflect about
building social and academic struggle
strategies through knowledge
construction processes mediated together
with the subjects in the elementary school
classroom, in the university that is
training teachers, in the context of a
movement that it has a political, social,
epistemological, and methodological
position on human formation.
In this sense, several rural
communities, the State Public Ministry,
Forum of Pará state, Regional and
Municipal Forums for Rural Education,
the Rural, Indigenous, Extractivist and
Quilombola Social Movements and
Organizations took a stand against the
implementation of the Interactive
Educational System (SEI) in the rural,
indigenous, extractivist and quilombola
communities of the state of Pará, which
has advanced in the territories in these
times of pandemic. Despite government
speeches and actions in favor of
expanding the SEI, social movements
continue to resist in favor of guaranteeing
and universalizing the right to public
education that recognizes and acts based
on the sociocultural and territorial
diversity of the Amazon and with the
effective participation of these
populations in the definitions of
educational policies.
Final considerations
Rural populations, especially young
people, defend the importance and
permanence of the SOME teaching
modality in the Jorge Bueno da Silva
community, with a view to guaranteeing
and continuing to offer basic education,
enabling peasants to complete high school
in their place of origin, given the high
cost of living in the city and the loss of
daily contact with family members and
community.
On the other hand, there are gaps in
the education system to meet the needs of
students, their local specificities and
public policies that enhance the training
of these citizens and promote insertion in
other labor markets or develop their craft
as peasants. Although teachers seek to
offer quality education, the applied
methodology does not offer students good
learning expectations, since the
curriculum itself is urban-centric,
disregarding traditional knowledge and
losing its characteristics of rural
education principles and assumptions.
Despite having numerous criticisms
related to the functioning of SOME, the
community feels more contemplated with
this type of education and refuses to
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S. (2021). The challenges of educational systems adopted in Modular High School in the countryside at Rui
Barbosa School, Medicilândia, Pará...
Tocantinópolis/Brasil
v. 6
e11877
10.20873/uft.rbec.e11877
2021
ISSN: 2525-4863
24
accept the replacement by the SEI
program, which offers high school
through the media system. In this
movement of data construction and
systematization, it was possible to
experience a deepening of reflections on
the challenges of providing secondary
education in the countryside, with a view
to guaranteeing the rights of peasant
populations and, especially, of
educational public policies.
In order to understand how the State
has been treating rural populations in their
access to secondary education, this
research raised the importance of
subsidizing municipal actions and
mobilizing the collective task to
guarantee their rights. By having access
to what other researchers are developing,
we confirm how far we must walk
together, school, university, and
government spheres, in carrying out
research and studies on the concrete
reality that we, social subjects, live.
Furthermore, we discussed the need
to reflect on how these material
conditions of existence of subjects in their
communities and schools are relevant and
should be taken into account so that we
can work towards an emancipatory
education, with quality and commitment
to the taste of belonging, from respect for
ancestry, resistance for rights and access
to technology, to conditions of equal
access, permanence and quality of basic
public management education, to
universal knowledge, valuing the
presence and affirmation linked to the
territories where the peoples and
communities live, whether in the
countryside or in the city.
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i We consider respect for human dignity and the
special protection due to participants in scientific
research involving human beings and we consider
development and ethical engagement as set out in
Resolution no. 510/2016 of the National Health
Council.
ii Person who, through an employment contract,
carries out harvesting and other activities in the
cocoa plantation of third parties, receiving half of
the harvested production as payment; when
formalized, the sharecropper signs a rural
partnership contract in which the obligations and
rights of both parties are foreseen; they are usually
a family of sharecroppers and may temporarily live
in the farm owner's establishment.
Article Information
Received on March 30th, 2021
Accepted on August 18th, 2021
Published on November, 30th, 2021
Author Contributions: The author were responsible for
the designing, delineating, analyzing and interpreting the
data, production of the manuscript, critical revision of the
content and approval of the final version published.
Conflict of Interest: None reported.
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How to cite this article
APA
Araújo, A. S., Damacena, F. A. F., & Rocha, C. G. S.
(2021). The challenges of educational systems adopted in
Modular High School in the countryside at Rui Barbosa
School, Medicilândia, Pará. Rev. Bras. Educ. Camp., 6,
e11877. http://dx.doi.org/10.20873/uft.rbec.e11877
ABNT
ARAÚJO, A. S.; DAMACENA, F. A. F.; ROCHA, C. G. S.
The challenges of educational systems adopted in Modular
High School in the countryside at Rui Barbosa School,
Medicilândia, Pará. Rev. Bras. Educ. Camp.,
Tocantinópolis, v. 6, e11877, 2021.
http://dx.doi.org/10.20873/uft.rbec.e11877