Teaching Challenges in the School Context of the Mapuá River in the Municipality of Breves in Pará-Brasil and the Transformations of the Ribeirinha School

Objective: This article is part of a doctoral thesis and aims to understand the teaching challenges of Popular Educators in the context of Ribeirinhas do Campo Schools. In addition to investigating the processes of teacher constitution and training trajectory, the study takes as a reference the context of Northern Brazil of Ribeirinha Schools on the Mapuá River, Municipality of Breves in Pará. Theoretical Framework: The study uses theoretical references that bring together authors from Rural Education and Popular Education in approaching the Ribeirinha School as one of the expressions of this theoretical horizon. This demarcation greatly contributes to possible transformations of the Ribeirinha School in the Amazon context. Method: The nature of the research is qualitative and prioritizes, as an instrument, open or in-depth questions. Initially, the study carried out a broad contextualization, which brought the universe of the Ribeirinha School closer to the context of Popular Education and Rural Education. Secondly, the research aims to present the perceptions of Educators who work in these contexts. Results and Discussion: The results obtained revealed a transformation in riverside education in several aspects, which is evidenced in this article, associating riverside reality and culture, with school education, which brings the curriculum closer to the riverside experience, mixing realities, as well as understanding about planning. curriculum in accordance with the culture of rivers and forests, linking school knowledge to riverside work, with an education that enables the preservation of students' identity and school training. Research Implications: The practical and theoretical implications of this research demonstrate the fruitfulness of the discussion that brings together Rural Education, Popular Education and Riverside School in strengthening the field of Popular Education that dialogues with knowledge and that demands the need for another Pedagogical Project and another curriculum for the Riverside School. Originality/Value: This study contributes to the literature due to the fact that readings of the Ribeirnha School are usually presented in a decontextualized manner. This research overcomes this view and indicates a fruitful path through the critical and popular horizon of a historical materialist matrix.