Revista Brasileira de Educação do Campo
The Brazilian Scientific Journal of Rural Education
THEMATIC DOSSIER / ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.v4e6247
Tocantinópolis/Brasil
v. 4
e6247
10.20873/uft.rbec.v4e6247
2019
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
Schooling, professionalism and development in the rural
school: the case of ex-students from the CEPE in the
Island of Cotijuba, Belém, Pará
José Bittencourt da Silva
1
1
Universidade Federal do Pará - UFPA. Núcleo de Estudos Transdisciplinares em Educação Básica. Rua Augusto Corrêa,
Número 1, Guamá. Belém-PA. Brasil.
Author for correspondence: josebittencourtsilva@gmail.com
ABSTRACT. The objective of this article is to analyze the
socioeconomic and educational development of students
enrolled in the House School of Fisheries (CEPE), a full-time
municipal public rural school in the EJA modality, with
professional qualification in the fishing area, corresponding to
Elementary School and High School levels. The current reality
of ex-students living on the island of Cotijuba, Belem, Para, who
completed basic training in the year 2015, was taken as an
empirical reference. Methodologically, this work is based on
qualitative field research, with collection of documents,
application of questionnaires, interviews and local observations.
It’s concluded that the material conditions of the interviewees,
coupled with the absence of day by day relations in
organizational contexts, negatively affect the socioeconomic and
educational development of the CEPE graduates, which would
imply that the school had the associativism as an educational
principle.
Keywords: House School of Fisheries, Rural School,
Development, Ex-Students.
Silva, J. B. (2019). Schooling, professionalism and development in the rural school…
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Escolarização, profissionalização e desenvolvimento em
escola do campo: o caso de egressos da CEPE na Ilha de
Cotijuba, Belém, Pará
RESUMO. O presente artigo objetiva analisar o
desenvolvimento socioeconômico e educacional de egressos
escolarizados na Casa Escola da Pesca (CEPE), uma escola
pública municipal do campo, em regime de tempo integral na
modalidade EJA, com habilitação profissional técnica na área da
pesca, correspondente aos níveis de ensino fundamental e
médio. Tomou-se como referência empírica a atual realidade
vivida por ex-alunos moradores da ilha de Cotijuba, Belém, Pará
que concluíram a formação básica no ano de 2015.
Metodologicamente, o trabalho baseia-se em pesquisa
qualitativa de campo, com recolhimento de documentos,
aplicação de questionários, realização de entrevistas e
observações in loco. Conclui-se que as condições materiais
objetivas dos sujeitos da pesquisa, associada à ausência de
ralações cotidianas em contextos organizativos condicionam
negativamente o desenvolvimento socioeconômico e
educacional dos egressos da CEPE o que pressuporia que a
escola tivesse o associativismo como princípio educativo.
Palavras-chave: Casa Escola da Pesca, Escola do Campo,
Desenvolvimento, Egressos.
Silva, J. B. (2019). Schooling, professionalism and development in the rural school…
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Escolarización, profesionalización y desarrollo en escuela
del campo: el caso de egresos de la CEPE en la Isla de
Cotijuba, Belém, Pará
RESUMEN. El presente artículo tiene como objetivo analizar el
desarrollo socioeconómico y educativo de egresados
escolarizados en la Casa Escuela de la Pesca (CEPE), una
escuela pública municipal del campo, en régimen de tiempo
completo en la modalidad Educación de Jóvenes y Adultos, con
habilitación profesional técnica en el área de la pesca,
correspondiente a los niveles de enseñanza fundamental y
media. Se tomó como referencia empírica la actual realidad
vivida por ex alumnos de la isla de Cotijuba, Belém, Pará que
concluyeran la formación básica en el año 2015.
Metodológicamente, el trabajo está embasado en investigación
cualitativa de campo, con investigación documental, aplicación
de cuestionarios, realización de entrevistas y observaciones in
situ. Se concluye que las condiciones materiales objetivas de los
sujetos de la investigación, asociada a la ausencia de relaciones
cotidianas en contextos organizativos condicionan
negativamente el desarrollo socioeconómico y educativo de los
egresados de la CEPE, es esta eduque con base en el
asociativismo como principio educativo.
Palabras clave: Casa Escuela de Pesca, Escuela del Campo,
Desarrollo, Egresos.
Silva, J. B. (2019). Schooling, professionalism and development in the rural school…
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Introduction
The Casa Escola da Pesca (CEPE –
House School of Fisheries) is a municipal
public school of integral education and
specialty (EJA), corresponding to the
levels of primary and secondary education.
It is located in Outeiro, insular area of the
municipal area of Belém Pará. The school
aims to integrate the processes of basic
education along with the
professionalization of its students.
According to the Political Pedagogical
Project (Belém, 2017) and its Creative
Ordinance (Funbosque, 2010), the CEPE
aims to graduate the children of fishermen
and those in that line of work that reside n
the area of the islands of Belém. Its main
goal is to contribute to the local growth,
reducing poverty and improving the
ribeirinho/riparian community
relationships to the environment.
From a pedagogical standpoint,
CEPE promises to teach the subjects
interdisciplinarily, using Alternating
Pedagogy as a teaching method. In this
context, the efforts are put as a structural
educational principle of the professor-
student relationship, from the thematic
axes and the pedagogy of projects, made
possible by Environmental Education. The
idea is that CEPE is able to implement a
school system that respects two distinct
learning timetables: fifteen (15) days with
school and professionalizing subjects
within a boarding school system (school
time) followed by fifteen (15) days living
with their family and community spaces
(community time), with the goal to put into
use what they learned in the school time.
The goal of this article is to expose
and analyze the matter of the
socioeconomic and educational
development of the graduates from CEPE
based on the reality of former students that
reside on the island of Cotijuba, after all,
the school aims to contribute in the
qualification of “entrepreneurs, ecologists
and multipliers of information, as well as
individuals capable of performing as
technical professionals in fishing
resources”. (Belém, 2013, p. 18 –
translation by us). In this sense, there are
some questions regarding this reality: has
CEPE and its current formative process
been able to constitute itself as relevant
means for the development of its graduates
and the place they live or is it just
certifying youth and adults looking for
school in the EJA program? Has CEPE
been contributing for the development of
the social, economic, cultural and
environmental conditions of its graduates?
In addition to this introduction,
conclusion and references, this paper is
structured in the following: First, there is a
brief theoretical discussion about the
Silva, J. B. (2019). Schooling, professionalism and development in the rural school…
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concept of development in a critical
perspective; subsequently, the materials
and research methods are presented; then
follows a characterization of CEPE,
focusing on its historical, geographical and
legal aspects that gave this formal
existential school as an educational
institution.
Next, there is a presentation of
administrative and pedagogical aspects of
the school, in which it was intended to
briefly outline how CEPE is constituted
from the stand point of management and
pedagogical practices, with special
emphasis on the proposal of pedagogical
alternation. Finally, an empirical and
analytical presentation was made of the
current reality of school graduates, with a
priority focus on those living on the island
of Cotijuba.
Development: what is that?
Every concept has a certain socio-
historical process and, therefore, is based
on an ideological perspective. The concept
of development (and its current version of
sustainable development) is emblematic in
this regard. In many online dictionaries of
the Portuguese language (Dicionários,
2018; Dicionário, 2018), the word
development appears as synonymous with
developing, adding or
improving/perfecting something in a
person, family, community, region or
country. This concept can also be related to
technological and economic processes and,
in this case, resembles the idea of growth.
One can then say that the word
development itself negates the movement
of introspection, seeking to reverse a
possibly repressed and oppressed reality,
limited by the act of expansion, in a
movement of outward reaction.
According to Silva (2009), the idea
of development meaning economic
progress took hold during the middle of the
last century or more precisely from the end
of the Second World War in 1945. It was
in this context that part of the Western
European countries, and prominently the
United States of America, began to
disseminate a set of theoretical and
ideological thoughts aiming to include the
so-called underdeveloped countries in the
patterns of industrialization and
consumption achieved by the central
capitalist nations. Developmentalism, as it
became known, pointed to economic
factors as the essential foundation for the
improvement of collective life, and the
industry would be the "locomotive" of this
whole process.
Thus, developing a given territory
would be the same thing as increasing your
industrial production capacity, increasing
the population's consumption, enabling
Silva, J. B. (2019). Schooling, professionalism and development in the rural school…
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employment and income. That is why in
the 1960s and 1970s governments of
peripheral countries promoted public
policies intending to increase gross
domestic product and increase in
population income per capita
1
. These
developments, Furtado affirmed (1961, p.
115-116, our translation), allowed "...
basically an increase in the flow of real
income, that is, an increase in the quantity
of goods and services per unit of time
available to a given collectivity". After this
increase in production the other benefits –
the socio-cultural improvements – would
come to be almost "naturally".
As a matter of fact, post-World War
II developmental ideologists strongly
believed that they possessed the "magical
formula" for social welfare in all countries.
The key to this was in the economy
(technical progress, increase of human
capacity to explore nature, increase of
services and production of goods, etc.)
(Porto-Gonçalves, 2012). Growth would
automatically generate positive
transformations in the areas of health,
education, housing, transportation, food,
leisure, among others. Growth
(technological and industrial) therefore
appears as the beginning, middle and end
for the solution of social and human
problems in a given territory.
Generally speaking, it can be said
that development from this perspective
would be the same as a growth process in
which maturity is reached once the
industrial capacity to grow without limits,
in a continuous, constant and sustained
way is achieved. In the name of this
developmentalist ideology, market values
are taken to the last consequences and
penetrate the most varied social fields.
Singer (2004) calls this model "capitalist
development," which is determined by the
logic of capital, market, competition,
individualism, and a minimal State.
Over time, it has been observed that
developmentalism has increased the
material wealth of nations, but it also has
concentrated income, increased poverty,
intensified social ills in peripheral
countries, and has ferociously impacted
natural processes on a macro and micro
scale. In this context, the greatest criticism
of the concept of capitalist development
was made in Europe by local
environmentalists in the 1960s and 1970s.
In fact, the internal contradictions between
economic growth and the maintenance of
natural ecosystems have generated one of
the strongest critiques of the current state
of affairs.
The capitalist Western model of
production and consumption, based
on infinite economic growth is now
put in check from the point of view
Silva, J. B. (2019). Schooling, professionalism and development in the rural school…
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of its material durability. The idea of
the limits of growth begins to be put:
the planet is not infinite and its
resources are not endless. The
depletion of resources and the
entropy generated by the industrial
mode of nature appropriation
translate into pollution and
deterioration of environmental
quality. (Silva, 2012, p. 206, personal
translation).
Ignacy Sachs, with his proposal for
eco-development, will raise global issues
that prevent the improvement of life
imposed by capitalist development, which
imposes itself on Southern countries and
against nature itself. Sachs (1986) will
show that the capital-based economy is the
source of the current socio-environmental
problems, since it increases alienation,
promotes individualism, stifles
participation and democracy, making it
impossible to emerge from more self-
sufficient economic models. This ideology
of eco-development has been replaced by
the United Nations that has globalized the
concept of sustainable development as one
that satisfies current needs without
compromising future generations from
meeting their own needs (CMMAD, 1988).
As it can be seen, the concepts of
development and sustainable development
were seized by large capitalist
organizations and companies, turning it
into an ideology that enables the processes
of plundering the natural wealth of
peripheral countries such as Brazil, as well
as employing local workers and disrupting
traditional communities and its people.
But this ideology of sustainable
development is disguised by a
powerful 'Nature Protection'
discourse, with the appearance of the
'world salvation seal', which confers
an illusion of a less aggressive
discourse towards man's domination
of nature. By absorbing even the
dominated classes, the ideology of
sustainable development configures
itself as a domination mechanism.
With this platform well founded,
today, it is difficult to remain
immune to its repercussion. This
ideology reaches its great goal when
it becomes, undoubtedly, common
sense. (Oliveira, 2005, p. 45,
personal translation).
The ideology of sustainable
development can be considered as the third
version of the ideology of progress, the
most current ideology that legitimizes
capitalist development.
It is about exploiting, giving value,
taking advantage of natural and
human resources. Whatever adjective
is added to it, the implicit or explicit
content of development is economic
growth, capital accumulation, with
all the positive and negative effects
we know of: ruthless competition,
unlimited increase in inequalities,
uncontrollable looting of nature. The
fact of adding the adjective 'durable'
or 'sustainable' only confuses things
further. Today there is a manifesto
for sustainable development
circulating, signed by numerous
celebrities, including Jean-Claude
Camdessus, former FMI president.
(Latouche, 2009, p. 17, personal
translation).
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For this reason, the idealizers of
sustainable development preach for green
economy, green consumption, clean
development and productive eco-efficiency
(Layrargues & Lima, 2014). All these
nomenclatures are placed as novelties and
goals to be achieved by individuals,
families, public authorities, etc. in cities
and countries all over the globe. This
discourse is repeated as many times as
necessary to become common sense and
thus fulfills its legitimizing function of
growth and appropriation of resources until
the defects and contradictions of this
new/old ideology of progress are made
explicit.
For analytical purposes in this paper,
it will be based on the conceptual
perception of Singer (2004) that
differentiates the capitalist development
from the solidary one. For this author,
theoretical discussions about development
need to take into account the importance
given or competition or cooperation as
motivators of behaviors understood as the
most appropriate. Capitalist development
regards
... by the values of the free
functioning of markets, the virtues of
competition, of individualism and the
minimal State. Solidarity
development is the development
carried out by communities of small
associated firms or workers'
cooperatives, federated in complexes,
guided by the values of cooperation
and mutual aid between people or
firms, even when they compete with
each other in the same markets.
(Singer, 2004, p. 9, personal
translation).
The local development that will be
conceptually accepted in this paper is the
one based on small enterprises, individuals
or groups that possess a ribeirinho/riparian
rationality. (Silva, Santos & Souza, 2016;
Silva, 2009) and that aren’t goal oriented.
The concept of development of CEPE
graduates, their families and communities,
will take into account the empowerment
and use of productive forces singular to
artisinal fishing, the increase of values that
strengthen the bonds of trust and solidarity,
favoring of self-realization and
improvement of the educational, scientific
and technological aspects of the graduated
local students.
Materials and method
According to Pires (2010), in the
scope of qualitative research a sample can
be understood as a determined part of the
objective reality, which will serve as an
empirical basis for the analyzes linked to
the objectives and issues previously raised.
It is the result of any operation aiming to
constitute the empirical corpus of a
research, understood as the arbitrary
clipping of reality elements that the
researcher defines so that, when applying a
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methodology to it, one can achieve the
objectives outlined.
In this perspective, the island of
Cotijuba was selected as the sample, which
provided the empirical corpus of this
research, materialized in the speeches of
the educated subjects of CEPE, in the
documents about the school processes and
in everyday situations perceived, that can
be registered in field reports, research
forms, voice recording devices and
cameras. This data helped understand and
analyze the mediations and determinations
underlying the phenomenal expression of
the object (Kosik, 1976). This material was
essential to the critical construction of
totality (theoretical generalization) as a
unit of diversity or concrete thought. "...
synthesis of many determinations, that is,
unity of the diverse". (Marx, 2008, p. 258,
personal translation).
In order to achieve the goal outlined,
as well as possible answers to the questions
raised, qualitative data (interviews and
observations) were taken from a field
survey carried out during the months of
January, February and March of 2018
together with graduates in December 2015
by CEPE, which are residents of the island
of Cotijuba, Belém, Pará, Amazônia,
Brazil, (Figure 1, below). This research is
part of the research project titled "School
Innovation and Full-time Municipal
Schools in Belém do Pará: A Study in the
Mosqueiro and Caratateua Islands". (Silva,
2018).
Figure 1 - Municipality of Belém and location of field research with CEPE alumni.
Source: Constructed by the author from Silva, Santos & Souza (2016).
Silva, J. B. (2019). Schooling, professionalism and development in the rural school…
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In Cotijuba, six (06) questionnaires
were applied with 12 closed and open
questions that sought to collect information
about the egresses' work practices, their
current educational conditions and some
aspects related to the matter of local social
or economic organization. In the end, the
questionnaire presented an inquiry gave the
motto for an individual interview that
addressed the dreams and desires of the six
(06) graduates of CEPE who have
completed elementary and high school in
this school.
These students were selected
because they have a long formative
trajectory, that is, they spent four (4)
years or more at CEPE for the
completion of elementary and high
school. For that, they are students who
have both certifications, one at a
fundamental level with certification in
Fisheries and Aquaculture and the other
at the intermediate level, with Technical
qualification in Fishing Resources.
The collected material was
analyzed based on Singer's ideas (2004)
and his dichotomous proposition between
capitalist development and solidarity
development. This way, the development
of the graduates (and their families) was
considered from the improvement of
working conditions, from the usage of
the productive forces peculiar to the
artisanal fishing, to the strengthening of
the organizational capacity of the
graduates, to the increase of collective
values that increase the ties of trust and
solidarity in the class, the favoring of
self-actualization and improving the
educational, scientific and technological
aspects of young rivetian fishermen.
It should also be noted that the
information contained in documents,
such as CEPE's Political and Pedagogical
Project (PPP), was part of the empirical
corpus of the research, the legal
framework for its operation given by
Ordinance No. 031/2010, the PPP of
Escola Bosque that is the maintainer of
CEPE and data contained in the
certificates and diplomas awarded by its
graduates in elementary and secondary
education. The statements of the manager
and teachers of the school were also
used, obtained in field visit activities at
CEPE during the months of October and
November of 2017.
The House School of Fishing:
conjectural aspects
The House School of Fisheries
(CEPE) is part of the Municipal Education
System of Belém and is administratively
linked to the Foundation Reference Center
in Environmental Education Forest School
Professor Eidorfe Moreira
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(FUNBOSQUE), which is its main
sponsor. FUNBOSQUE is an indirect
administration body, with legal personality
of public law, headquartered at Av. Nossa
Senhora da Conceição, s/n, Bairro do São
João do Outeiro, Caratateua Island, District
of Outeiro, Municipality of Belém, state of
Pará (Belém, 2017).
CEPE was legally institutionalized
on February 2, 2010, however its
implementation actually dates April 17,
2008 from an "... Agreement signed
between this Foundation
2
and the
Federation of Fishermen of the State of
Pará (FEPA)". Its goal is "... the
formation of children of fishermen and
fishing workers in the Islands Region
with the purpose of reducing poverty and
improving the management of the natural
resources of the Municipality of
Belém/Pará". (Funbosque, 2010, p. 10,
personal translation).
Figure 2 - House School of Fisheries and elementary school students.
Source: CEPE archive, 2014.
The municipality of Belém has
continuous and insular areas, which make
up a total of 39 (thirty-nine) islands (Silva,
Santos & Souza, 2016), including
Caratateua Island where CEPE is located at
Evandro Bona Street, São José, n. 70,
Itaiteua neighborhood, Outeiro district. In
the following figure, Figure 3, is a general
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representation of the Municipality of
Belém. In this image it is possible to
observe the continental and insular part, in
which one can see, represented the island
of Outeiro and a red dot indicating the
place where CEPE is based. Despite
attending mainly to an expressive demand
of the island where it is installed, the
School has students from other riverside
communities bordering Belém, such as:
Mosqueiro, Santa Cruz, Jutuba, Paquetá,
Urubuoca, Jararaca and others.
Figure 3: Municipality of Belém and location of CEPE.
Source: Constructed by the authors from Silva, Santos & Souza (2016).
As it is observed in its Pedagogical
Political Project (Belém, 2013), CEPE is a
Teaching Unit designed to serve,
preferably, riverine students that, as stated
by LDBN, "... did not have access or
continuity of studies in primary and
secondary education in their own age".
(Brazil, 1996, Art. 37, personal
translation). Precisely, CEPE "is
characterized as a unit of education
intended for students in the age group of
15 to 24 years for Elementary School, and
from 18 years for the entrance in High
School, as long as they have completed
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Elementary School". (Belém, 2013, p. 27,
personal translation).
As a schooling space in the EJA
modality, CEPE proposes to combine full-
time school education with preparatory
courses and professional qualification.
Thus, in two years of formation, primary
school students can complete their training
course with certification in Fisheries and
Aquaculture, or at an intermediate level
integrated with technical qualification in
Fishing Resources.
As can be seen in Figures 4, 5, 6 and
7, CEPE is currently facing infrastructural
problems, requiring the replacement of
materials, repairs and building paintings
and improvements in general for its
operation and reception of its educational
subjects. The images show bunk beds and
mattresses in bad conditions, bathrooms
with damaged doors and dishes and many
other things that denote a current
conjuncture of the precariousness of the
School.
Figures: 4, 5, 6 and 7 - Images that denote some of the infrastructural reality faced in the House School of
Fisheries.
Source: José Bittencourt da Silva (2018).
Currently, CEPE’s school
management is linked to the group set up
under local governmental power. In reality,
as there is no election for the choice of the
managers, the direction of the school relies
on the indication of the municipal mayor of
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Belém. Therefore, when the mayors are
changed, the leaders of the school are
changed and, consequently, the perceptions
and pedagogical practices are switched to
those of the group in power. In this way,
the school may have a conservative,
neoliberal or critical and transformative
orientation depending on the political game
that is established outside the institutional
framework of CEPE.
The Political Pedagogical Project
(PPP) can be considered as one of the most
important management documents,
constituting an excellent indicator of the
administrative and formative proposal of a
school. It indicates certain intentionalities
about the formative course of its students
and expresses the possible relations that
must be established among the different
educational subjects of school. The PPP
brings with it a school proposal in the most
global sense of the term, including
demonstrating the possible interfaces to be
established with the social world outside
the walls.
The political-pedagogical project has
to do with the organization of
pedagogical work on two levels: as
organization of the whole school and
as organization of the classroom,
including its relationship with the
immediate social context, seeking to
preserve the vision of totality. In this
journey, it will be important to
emphasize that the political-
pedagogical project seeks to organize
the pedagogical work of the school as
a whole. (Veiga, 2002, p. 3, personal
translation).
CEPE’s current PPP was built and
publicized in 2013. Its pedagogical
proposal is based on the methodology of
the Alternation Pedagogy, which
presupposes two different times/formative
spaces conjugated with each other. It is the
so-called alternation pedagogy that is
constituted as a pedagogical proposal of
the Brazilian Movement for a Field
Education that emerged in the 1980/90
within the framework of the struggles of
the Landless Movement (MST).
Alternation training in the Brazilian
countryside was inaugurated by the
Escola Familia Agrícola (EFA) to
attend specially to the children of the
farmers. The social movements of the
countryside, when verifying the
demands of the young and adults to
continue their formative processes
through school education, seek, in
this form of pedagogical
organization, a possibility of raising
the schooling of the young and adults
of the Brazilian countryside,
especially with the the achievement
of the Pronera in 1998. As of this
date, countless peasants were able to
complete their trajectory in school
education through the EJA/Pronerai
3
.
(Araújo, 2012, p. 257, personal
translation).
The main objective of the pedagogy
of alternation is the possibility of uniting
theory and practice in the context of
student education, especially those residing
in a non-urban environment whose integral
development is the great schooling
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education utopia, since this methodology
intends to contemplate the multiple
dimensions of the condition of the learning
subjects, that is, their economic, social,
political and environmental aspects with
direct repercussions in their local
community life (Estevam, 2001).
A very striking feature of CEPE's
PPP is the idea that the school should
contribute to the development of the
riverside region. In fact, the word
development appears 44 times in this
document and is always related to
processes of personal or collective
improvement of its students. It is not
uncommon to find in the PPP expressions
such as "… the need for education to be
seen as a set of important elements for the
intellectual, social and integral
development of the learner". (Belém, 2017,
p. 11, personal translation). Or even
Educational activities can be
considered as developed and
leveraged activities for the social and
cultural development of the region,
and also enable professional training
to leverage the development of
riparian communities at a regional
level, and for that fishing resources
will be used for the generation work
and income. (ibidem, p. 12, personal
translation).
Schooling, professionalism and
development: an approach with CEPE
graduates on the Island of Cotijuba
As shown in Figure 1 above, the
island of Cotijuba, a "golden trail" for the
Tupinambá (Fernandes, Fernandes, 2016),
is part of the municipal territory of Belém
and is part of the Administrative District of
Outeiro (Belém, 1994). With being only
accessible by river the island presents a
natural landscape of forest and Amazonian
beach. The place has become an attraction
for nature contemplation tourism, which
has become the main economic activity in
the area, despite the fact that there is an
important artisanal fishing production in
Cotijuba and family farming that
guarantees the residents a source of food
and income (Silva, 2014).
On the island you can observe the
physical existence of an administrative
agency of the Municipality of Belém, a
small health station, pedagogical units of
elementary education, catholic and
evangelical churches, inns, hotels and bars.
However, Cotijuba lacks some public
services, such as potable water supply (the
water consumed by the residents comes
from wells), basic sanitation, regular
collection of solid waste, street paving and
electric energy (on the island electricity
comes from generators that run on diesel
oil).
It is in this island that the graduates
of the School of Fishing that were selected
for the interviews and application of
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questionnaires live. They are young adults
between the ages of 22 and 30 and have
completed basic school education in CEPE
in the year 2015. From a formal stand
point, these alumni are with the two
certifications offered by the School, that is,
a elementary school certificate in Fisheries
and Aquaculture and another high school
certificate, with technical qualification in
Fishing Resources (Figures 8, 9, 10 and
11).
Figures 8 and 9 - front and back of the high school diploma with Technical Training in Fishing Resources.
Source: field research data, 2018.
Figures 10 and 11 - front and back of the diploma at primary level and with initial training in Fisheries and
Aquaculture.
Source: field research data, 2018.
The teaching of EJA in CEPE should
also build in its students an educational
development capable of giving the
conditions for their graduates to attend the
higher education (Belém, 2013). However,
what was observed in the period in which
the interviews were carried out was that
none of the former students had attended or
were attending higher education or
participated in courses of improvement in
the area of fisheries. Only one egress
claimed to have taken part in a course at
the Capitania dos Portos (Port Authority)
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aimed at regulating drivers of small
vessels.
Beyond this phenomenal expression
observed in loco, one can understand this
reality as revealing the structures that are
repeated in other educational spaces on a
national scale. To Frigotto (2009) this
situation is not an aberration of the
educational systems that the school could
easily solve. Indeed, this precarious
situation of EJA/vocational students
reveals how dependent capitalism develops
with inequality.
Brazil would be a composition of a
small, rich, modern Belgium, and a
backward, semi-literate India with
traditional values and a large
contingent of informal workers. The
India part would be responsible for
the backwardness, underdevelopment
and would prevent us from becoming
a country of advanced capitalism. On
the contrary, critical social thought
shows us that it is a social
construction that defines the specific
form of our dependent and
subordinate capitalism. A society
whose unequal and combined
development presupposes illiteracy,
the dual school with an education
impoverished for the masses, the
informality and inequality. (Frigotto,
2009, p. 74, our translation).
From the labor point of view, all
were in the informal sector, working
without a formal contract, as providers of
various services, usually as drivers of
motor vehicles belonging to small local
merchants. In fact, CEPE graduates in the
island of Cotijuba have their main source
of income linked to tourism, such as
motorcycle drivers, carriages, motorretes
(a "hybrid" type of motorcycle and cart)
taking visitors to the most sought-after
tourist areas, such as Praia do Farol (Figure
12) or the ruins of Educandário Nogueira
de Faria (Figure 13). They also work with
civil construction, extractivism of the açaí,
as street vendors or as workers in snack
bars of kiosks and tents by the waterfront.
This results from a proposal of
professional education based on the
ideology of capitalist development, which
according to Singer (2004) is effective
from the logic of capital, that is,
determined by the dictates of the market,
competition, individualism, and so on. In
reality, the school is reproducing in the
practical life of its graduates.
The exploitative development of
capitalism, the massification of social
relations, the mismatch between the
high technological development and
the social misery of millions of
people, the frustrations with the
results of the insatiable consumption
of goods and products, the disrespect
for human dignity of social classes
treated as pieces or gears of a
machine, the disenchantment with the
destruction generated by the fever of
capitalist profit, etc. (Gohn, 1992, p.
15-16, personal translation).
With this educational perspective,
CEPE ends up curtailing the right to
emancipatory education and promoting an
educational course aimed at mastery of the
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skills and competences demanded by the
market, offering the students vocational
training and elementary knowledge of
reading, writing, accounts and primary
notions of sciences for employability in
precarious jobs (Arroyo, 2012).
By its own characteristics as a
school, that is to say, as an educational and
formative space of riverine populations,
what is really expected of CEPE is an
education as complete as possible, an
education that aims to enable their students
to develop their multiple physical,
intellectual, emotional or aesthetic sides.
For this reason, its proposal of educational
integrality (Belém, 2013) presupposes a
scientific, artistic, literary, philosophical
formation, in short, of all the best that
humanity has produced in its historical
development (Libâneo, 2018).
Figures 12 and 13: Lighthouse Beach and ruins of the Nogueira de Faria Educandário, Cotijuba Island.
Source: image captured in virtual environment (A ILHA, 2018).
Here I get by doing odd jobs. To
make a living, I do everything. I
pitch, work as a mason's helper, work
on the motorrete, on the carriage
leading people to the beaches farther
away ... (interviewee 1).
I work in the motorrete and also
during harvest season I help my
family that has an açaizal near here. I
have a dream of getting a good job,
but for that I think it would be better
if I were a fishing engineer, but I
think this dream is very difficult.
Because you need money, everything
here is very difficult ... (interviewee
2).
I even wanted to work with fishing,
but I have to have money to buy the
materials. I wanted to work in the
merchant marine to get money to
start a project in the fishing area here.
I think if I had about three thousand
reais I could start my project. I
wanted to continue studying, go to
university, but I have no support,
neither from my family nor my
friends (interviewee 3).
I wanted to have a steady job that
would give me security for myself
and my family. I went this November
to Amasei
4
, I went to the CEPE. I did
a test there, but so far they have not
told me anything. Then I heard about
another fishing company in Outeiro,
but I did not go there, because I
learned that they were going to give
me a job for three months, then after
that period they would see if they
were going to hire me. But I was not
going to get anything in those three
months. I did not want to go there.
I'm working on a motorrete today,
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but not at the moment because I had
an accident. I burned my legs with
gasoline in an accident with the
motor. I wanted to continue studying,
but for this I need money. Only me,
my father and my mother get more
money to support ourselves in my
house. So this is difficult. Because if
I go to school, it will be more
difficult for my family (interviewee
4).
Our development here we still can’t.
Because our family is low income, I
help my father with civil
construction, with tourism taking
people to the beaches of the Farol,
beaches of Saudade, beaches of
Amor, beach of Vai Quem Quer, ...
(interviewee 5).
I was born in Belém and my
grandmother took me in to raise. I
came to live here in Cotijuba, I really
like to live here. Sometimes I go to
Belém and spend some time there,
sometimes I stay here. I work here, I
help my family, I make do some odd
jobs, I do student transportation ...
that’s how we get by (interviewee 6).
On the obverse of the high school
diploma (Figure 10 above), it is stipulated
that the student must present knowledge
and skills regarding the "making of fishing
gear and others". In the elementary school
certificate (Figure 12 above) and in the
school's PPP (Belém, 2013, p. 20) it is
pointed out that the graduate should have
expertise regarding the practice of
"sustainable fishing according to the code
of conduct of responsible fishing ". When
asked about these knowledge and
knowledge about artisanal fishing,
respondents 4 and 6 stated that:
In the School we had more
theoretical classes than practical. For
example, we were going to have a
training to build a fishing net. Then
the teacher gave a theoretical lesson,
only in the data show. But if you ask
me to make a fishing net, a tarrafa, a
longline, a matapi I don’t know how
to do it. Because we did not practice
these things. What I can say that I
have a little more knowledge about is
the breeding fish in tanks, mainly
because I interned at UFRA
5
. But I
still need more training, because we
don’t practice after we leave school
and we end up forgetting
(interviewed 4).
We study all these subjects,
mathematics, history, sociology ...
and also subjects about fishing, but
it’s all very theoretical. If the teacher
were to talk about the size of the
mesh, the types of fish, the types of
tide, these things, it was all talk.
There wasn’t any practice
(interviewed 6).
The island has a fairly interesting
social organization from the formal point
of view. In fact, in Cotijuba there is the
Association of Producers of the Island of
Cotijuba (APIC), the Cotijuba Island and
Adjacent Islands Residents' Association
(AMICIA), Belém Islands Women's
Movement (MMIB), Cooperative of the
Charreteiros of Cotijuba Island and others.
All this would already be an input to be
considered as capable of generating the
objective conditions for local community
development, based on the principles of
solidarity development.
Nevertheless none of the graduates
said that they belong to any colony of
fishermen, association or cooperative of
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workers directed to fishing or aquaculture.
Nor are they affiliated with any political
party and have a certain rejection of this
sphere of human life. Of all the
interviewees, only one said to be
associated with the Cooperative of the
Charreteiros of Cotijuba Island, but did not
inform the benefits that he has as a
member. He only knows that this is a
condition for him to be able to carry out his
mackerel activity more safely.
Table 1 - Participation of ECE alumni in a collective organization on the island of Cotijuba.
Identification
N. of economic or social
organizations involved in
Identification of the organization
Interviewee 1
0
Interviewee 2
0
Interviewee 3
1
Cooperative of the Charreteiros of Cotijuba Island
Interviewee 4
0
Interviewee 5
0
Interviewee 6
0
Source: field research (2018).
When asked about the question of
associativism as learning in the context of
their formation, all the graduates showed
themselves without any conceptual or
practical basis on this subject.
We had very little study about
cooperatives. I don’t even remember
about it very well. It was only in high
school that we saw this very fast. I
don’t remember much about it. What
I remember more or less is that
cooperatives have to have more
people to function and the association
doesn’t need a lot of people. I don’t
remember very well, I know
practically nothing. It was our fishing
teacher who told us about it
(interviewee 4).
In fact, what was observed in the
field was the precariousness of the
graduates’ work, reflected mainly in the
legal uncertainty of their labor relations. In
fact, they present degrading remuneration,
non-existent labor rights and no guarantee
of social security assistance. On the other
hand, the graduates do not have initial
monetary conditions for the much-
publicized individual entrepreneurship
(Belém, 2013), much less credit for the
purchase of materials needed for trips to
the high seas, nor can they buy fish
catching instruments, logistics for the
storage, transport and marketing of fish in
local markets or elsewhere.
The alternative would be the creation
of cooperative enterprises, which would
require, in addition to capital and credit, a
certain accumulation of values of trust and
mutual solidarity, capacity to form
cooperation networks, sanction
mechanisms and rules of behavior that can
improve collective actions (Putnam, 1996).
Viewed as something of all belonging to
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the given community, these collective
values are generated historically in the
context of horizontal organizational
practices (unions, cooperatives,
associations, clubs, etc.), in which face-to-
face relationships are established that
improve trust between people. The greater
the time spent in organizational
participation, that is, in meetings,
deliberations, meetings, tasks to resolve
community issues, etc., the more the
groups are strengthened in terms of trust,
solidarity, mutual recognition, self-esteem
and interfering positivation in actions
collective agreements.
It is in this sense that the daily
experiences in social, political and
economic organizations are fundamental in
the process of building social bonds that
contribute to the collective actions
necessary for local development. As there
is no organizational habitus, the graduates
can only think of individual enterprises, in
the same way as the social relations of
employers of the great fishing capitalist
enterprises, and end up being stuck on
dreams more and more distant from their
their completion. It should be noted that
habitus here must be understood as "the
generating principle of our practices, of our
actions in the world, the foundation of the
regularity of our conduct". (Araújo, Alves
& Cruz, 2009, p. 38, our translation). For
Bourdieu (1983) Habitus is the disposition
that individual people possess in relation to
certain social structures that are introjected
in a conscious or unconscious way, which
condition their feelings, social views of the
world, their collective actions within the
social fields of which people are part.
According to Gohn (1992, 2011),
organizations and Social Movements are,
in principle, collective educators of
society, education being understood as a
component of culture (Brandão, 2006), that
is, a fundamental part of the process of
hominization of individuals in the
community.
For us, education is not limited to
school education, carried out in the
school itself. There are learning and
knowledge production in other
spaces ... One of the examples of
other educational spaces is the social
participation in movements and
collective actions, which generates
learning and knowledge. There is an
educational aspect in the practices
that take place in the act of
participating, both for the members
of civil society, and for the more
general society, and also for the
public agencies involved—when
there are negotiations, dialogues or
confrontations. (Gohn, 2011, p. 333,
our translation).
As for the educational character of
social movements, the author affirms
conclusively that they are fertile spaces for
innovation and sources of knowledge.
Therefore, it would be of great value if
CEPE put cooperativism or associativism
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as a structuring component of its students'
training path, putting into effect what is on
the obverse of the CEPE high school
diploma (Figure 10, above). In it can be
read that the professional profile of the
conclusion of this level of education,
should guarantee to the egress knowledge
and skills regarding the different forms of
social organization of fishing
professionals.
With regards to primary education, it
should be pointed out that the final
students should be able, among other
things, to "... know and distinguish the
different forms of organization of fishing
professionals, in associations, unions,
cooperatives, colony and federation of
fishermen". (Belém, 2013, p. 20, Figure
12, above, our translation). This is a reality
that needs to be built and CEPE cannot
escape its role of building this associative
base for its students. Otherwise this
precarious reality of the graduates,
residents of Cotijuba, will be replicated to
the other riverside communities of Belém
assisted by the School.
Conclusion
CEPE is a municipal vocational
public school in the EJA modality that
corresponds to the primary and/or
secondary levels, developing its
educational activities in the island of
Outeiro (Caratateua), Belém, Pará since
2008. Its target audience are the sons and
daughters of fishermen and those that work
in the field from the coastal areas of the
municipality of Belém. From the formal
point of view, their graduates from the
EJA/high school can continue to study at a
higher level and/or develop fishing
activities in their communities.
In the PPP of this school it can be
observed that the word development
constitutes a fundamental category for its
educational objectives. In fact, the word
development is spelled out 44 times,
always associated with individual and
collective aspects of socioeconomic or
cultural-environmental improvement of its
students. In order to do so, it is proposed
the implementation of an educational route
integrating basic training with the
professional, with fishing activity as a
labor reference. For the formative
effectiveness of the students, CEPE
proposes to contemplate integrating the
school times with the local community
knowledge and practices based on the
Alternation Pedagogy.
If the school is considerated in
isolation, it is possible to affirm that CEPE
presents total and objective possibilities for
the realization of a quality and innovative
education for the sons and daughters of the
workers of the insular areas of Belém, not
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only in what concerns their pedagogical
autonomy, as well as the commitment and
the formative quality of their educational
subjects.
However, what was observed with
the field research with CEPE graduates
was that there is a very large gap between
the local development objectives proposed
by the PPP of this school and the reality
lived by its graduates. The case taken as
reference for the analysis, the island of
Cotijuba, was a sample of the current
situation experienced by the CEPE
graduates, demonstrating that there is a gap
between the said and the perceived.
In practice what was seen was the
precariousness of the work of the
graduates, with legal insecurity in their
labor relations, demeaning remuneration,
denied labor rights, no guarantee of social
security assistance and distant from what
they studied for years as students of the
Casa Escola da Pesca. Precisely, CEPE
alumni work as drivers of motorcycles and
“motorretes”, in civil construction,
cleaning of residential arias, street vendors
and even as waiters in bars and kiosks for
drinks and food in the beach areas.
Graduates cannot access the higher
education level, nor can they afford the
initial financial conditions to individually
or collectively undertake business
ventures. For this reason, they have the
only possibility of guaranteeing income for
their livelihood and for their families in
informal service provision. As if all this
were not enough, they presented very low
organizational capacity and, therefore, of
building a network of trust and solidarity,
in addition to the family domestic reality.
The school cannot escape its status as
a learning space and therefore must teach
its students how they are inserted in the
social, political and economic structures of
a given social formation (capitalist
society). The students need to understand
critically the way this society works, its
social relations of production and
cumulative rationality of dominant wealth
and, thus, to be able to observe the
concrete conjunctural reality of the
Amazonian tributaries as a whole and, in
particular, in Belém.
CEPE will certainly not solve the
problems related to the socioeconomic and
educational development of its graduates,
nor of the assisted riverside communities.
There are other variables that need to be
put in this context. However, the school
cannot neglect problematizing, critical and
creative learning, revealing the social
reality of its students, even showing that
development is a worldview, which can be
capitalist or solidarity, and in this sense
can be more individualistic or associative.
These information’s are essential for a
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qualified analysis of local problems and
possible propositions and alternatives to
community-based coastal development, so
that it is socially just and environmentally
sustainable.
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1
Latim expression that means “by head”.
2
Foundation Reference Center in
Environmental Education Forest School Professor
Eidorfe Moreira (FUNBOSQUE).
3
National Program for Education in
Agrarian Reform (PRONERA) was created in
1998, based on the mobilization of Social
Movements, in particular the Movement of
Landless Rural Workers (MST). This program has
as main proposal to literate and raise the
educational level of young people and adults of
agrarian reform settlements projects. About
PRONERA see Marialva (2011).
4
Amazon Seoul Import and Export Ltda
(Amazonia Seoul Importação e Exportação Ltda -
AMASE) is a large company that words with
fishing crustaceans and molluscs in salt water and
fresh water, located at Rua Manoel Barata, 1789,
Icoaraci, Belém, Pará, Brazil.
5
Rural University of Amazon (Universidade
Rural da Amazônia - UFRA).
Article Information
Received on December 05th, 2018
Accepted on May 14th, 2019
Published on May, 28th, 2019
Author Contributions: The author was 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 to be published.
Silva, J. B. (2019). Schooling, professionalism and development in the rural school…
Tocantinópolis/Brasil
v. 4
e6247
10.20873/uft.rbec.v4e6247
2019
ISSN: 2525-4863
27
Conflict of Interest: None reported.
Orcid
José Bittencourt da Silva
http://orcid.org/0000-0002-5393-1170
How to cite this article
APA
Silva, J. B. (2019). Schooling, professionalism and
development in the rural school: the case of ex-students
from the CEPE in the Island of Cotijuba, Belém, Pará. Rev.
Bras. Educ. Camp., 4, e6247. DOI:
http://dx.doi.org/10.20873/uft.rbec.e6247
ABNT
SILVA, J. B. Schooling, professionalism and development
in the rural school: the case of ex-students from the CEPE
in the Island of Cotijuba, Belém, Pará. Rev. Bras. Educ.
Camp., Tocantinópolis, v. 4, e6247, 2019. DOI:
http://dx.doi.org/10.20873/uft.rbec.e6247