FAS census and UNICEF reveals that 97% of coastal communities do not have access to internet

10 the December the 2018 - Publication released by UNICEF and FAS shows current situation of education in five municipalities in the state, numbers on infrastructure, school meals and access to water and energy to teachers testimonials, students and parents

 
Census has samples in five counties Amazon | Photo: Bruno Kelly

 

Take a quality education teaching to the far corners of the country is still a tough challenge in Brazil in the XXI century. Poorest regions and outlying, forgotten by the government, They are those who suffer most. precarious and muffled classrooms, without air conditioning, irregular service of water and energy in schools, little or no school meals and even a shortage of teachers and managers is common in isolated spots in the country. This reality is very similar to what lives inside the Amazon. Or worst.

Unravel the current scenario of rural education in the state was that inspired researchers from the Amazonas Sustainable Foundation (FAS) and the United Nations Children's Fund (Unicef) desbravarem to the deeper areas of five Amazonian municipalities - Itapiranga, Maraã, Maués, Novo Aripuana and Uarini - and a deep knowledge of what exists and what does not exist on the education of children and adolescents in these locations.

The result of this survey information was what generated the publication "Scraps and Educational Scenarios in Rural Places Riparian Amazonas", a kind of "school census of the Amazon forest" which was released this week in Manaus, during the "International Seminar on Access and Completion of Secondary School: the challenges and possibilities of the field ", organized by UNICEF and brought together professionals and experts across the country education in the Federal University of Amazonas (I trust).

Unique features of the riverside education in the Amazon, diagnosed by the study in numbers and testimonials, and raised using a School Census questionnaire INEP - and adapted to the specificities of the region, They are now public and can be used for scientific studies on education and, mainly, for the creation of public policies aimed at rural education in the Amazon. This sample report of Amazonian rural education is available for free download from the Amazonas Sustainable Foundation site (FAS).

"This document is intended to show clearly, with numbers and testimonials, the challenges of education riverside. Our goal is that this document can serve as inspiration for change in public policy ", said the general superintendent of FAS, Virgilio Viana, during the launch of the publication. "We will present this document to the new state government and local governments so that they can be made actions geared to face this reality of rural education, which is very challenging ", said.

With a sample of five different municipalities, entre os 62 Municipalities do Amazonas, the "school census of the forest" has almost a portrait of rural education throughout the state, considering the diversity of realities. As Italo Dutra, head of the Education Program and UNICEF Partnerships, the document may, mainly, serve for the UN itself build solution strategies to problems of rural education in the state.

"The publication shows a closer look at the challenges, but also (exhibition) the possibilities of rural education, education in the field, of Amazonian traditional communities, which has its own diversity. For us to have this qualitative information in hand helps us to think about strategies that we can assist, with technical support from UNICEF, municipal governments and state, to improve and guarantee the rights of children and adolescents in relation to education in these communities ", said.

unknown setting

In the study, one of the first results raised's own "ignorance" on the educational scene inside the Amazon to Brazil's school census. As researchers of FAS and Unicef, almost a "lack" of coastal rural schools of the Amazon for the rest of the country, what exactly committed the adoption of public policies to the realities of these regions.

When all, are 83 schools analyzed in five municipalities and, respectively, five conservation units (UC). These schools are located in various coastal communities within the Sustainable Development Reserves (Reserve) Anamã, which is in the municipality of Maraã; in Juma, New Aripuanã; RDS Mamirauá, in Uarini; RDS do Uatumã, in Itapiranga; and the State Forest Maués, in Maués. The 83 schools, four were already extinct and three paralyzed.

Analysis of the data in the study was divided into three categories: 1) School Profile, with infrastructure, equipment, education and organization location; 2) the teacher's profile, including information on teachers, auxiliary, managers, assistants and technologies used in the classroom; until 3) the profile of community participation, on the participation of family and community in school life and the existence of an association of parents and teachers and advice.

Reality of rural education

As researchers of FAS and Unicef, factors specific Amazon make rural education in the region something far more challenging than in the rest of the country. Territorial extension, predominantly water transport, high logistics cost of travel, in addition to natural phenomena such as drought and flood rivers make rural education in Amazonas problematic. Nevertheless, and contradictorily, according to them, schools are still one of the few public policies that reach the coastal Amazon - there is a lack of health, safety, and others.

"The long distances and high travel costs hamper the reach of government in the region, and challenge the monitoring of Municipal Departments of Education (Semed) on schools and teachers ", part of the scientific study. "Among the cities surveyed, few are those who can find solutions to the interior of the logistical difficulties. Those who can, get better literacy rates ".

Schools visited at work and managed by Semeds, 95% offered only access to Early Childhood Education and 91,6% Elementary I to. Only 21% They had the complete educational cycle: Child education, Elementary school early grades and end, Education and technological East. Only 9% schools offering the Youth and Adult Education (EJA).

physical spaces and series

Another important factor is that 94% these educational institutions had their own school buildings of the regional education bodies and, this total, 10% had complementary infrastructure and which were also used as the classrooms. No entanto, 6% schools not yet worked in school buildings, but in churches / temples, social centers and community homes.

Of education in those schools, 74% schools organized teaching in multigrade classes, 4% They blended with the multigrade classes classes and serialized, only 22% They performed teaching exclusively in serial classes. "It is universal the existence of shared rooms, namely, rooms that have different uses in the same space ", said study. In this context, 45% They had only a classroom and 33% They had more than two rooms.

Water, Sewer, waste and energy

Still on structure, 70% schools had no bathrooms inside the building and 99% did not have adequate sewage treatment. 76% They did not provide treated water and only one school had proper sewage. The other fell into models that are not able to meet minimum health requirements. Already the selective collection was cited in only 1% schools, located close to the headquarters of the municipalities. "Long distances, high cost and lack of priority on the public agenda are factors that prevent the arrival of selective collection teams in rural communities ".

On electricity supply, only 34% schools had access to the service, and even those with power had problems with supply, as only 24% They reported not having energy complications throughout the school year.

Internet and technology

In the analyzed schools managed by Semeds internet it was still a distant reality, EJ 97% of them had no access to the network. Municipal schools that have access, 3% They are exclusively in areas outside of protected areas. "The computer is one of the major electronic equipment found in the countryside Amazon, entanto not, It is interesting to note that many of them are not used. Between the 80 computers distributed among the schools visited, 46% They were not used ".

School lunch

Regarding the feeding of students, only 15,8% schools received full meals and schools 84,2% They were some period of the year without receiving food. "It is surprising that 34% schools were among 160 a 180 days without meals. Whereas the average, one school month has 20 days, in 1/3 school students received meals only a month or two academic ". On family and regional agriculture, it should supply school feeding, only 6,6% They were receiving meals coming from the local cuisine and 93,4% not.

Teachers and community

Another interesting fact is that 65% teachers had higher levels of education. Over half (58,3%) They had no manager and 41,7% they had. Furthermore, in 12% schools visited the school team was composed only of a teacher. In the schools visited only 2% They reported using specific regionalized learning materials that meet the socio-cultural diversity. Participation in school life, 92,4% parents were active and 7,6% They were not present.

Depositions

In this "school census of the forest", the difference is the testimonials of the students themselves, teachers, parents and presidents of communities, for the first time might have "place to talk" and be heard about what they think about education in their localities. As the following report of a professor of Novo Aripuana, in Juma. "Giving a lesson to a classroom 20 students is not simple, especially when 20 students are of different ages and correspond to different times of literacy ". Throughout the study they are scattered dozens of community quotes.

Data sheet

By FAS participated in the publication the General Superintendent Virgilio Viana, the technical and scientific superintendent Eduardo Taveira, the coordinator and technical Nathalia Flores, and technical consultants Arthur Goerck, Caio Di Pietro, Jocimar Golvin Venturelli, Laura Candelaria M. Lima, Alison Mendes dos Santos. Unicef ​​head of the Education Program and Partnerships Italo Dutra, the coordinator of the Amazon Territory Anyoli Sanabria, the officer Julia Ribeiro Education Program, the official UNV Education Matheus Rangel Malta and the official UNV Monitoring and Evaluation Martina Bogado Duffner. The collaboration was technical staff of the municipal departments of Education.

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