<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-0187</journal-id>
<journal-title><![CDATA[Olhar de Professor]]></journal-title>
<abbrev-journal-title><![CDATA[OlharProfr]]></abbrev-journal-title>
<issn>1984-0187</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Ponta Grossa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-01872025000100307</article-id>
<article-id pub-id-type="doi">10.5212/olharprofr.v.28.23478.025</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A realidade da escola ribeirinha no Marajó: análise das condições de deslocamento dos educandos e dos impactos na prática pedagógica docente]]></article-title>
<article-title xml:lang="en"><![CDATA[The Reality of Riverside Schools in Marajó: Analysis of students transportation conditions and their impacts on teaching practice]]></article-title>
<article-title xml:lang="es"><![CDATA[La realidad de la escuela ribereña en el Marajó: Análisis de las condiciones de desplazamiento de los educandos y sus impactos en la práctica pedagógica docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fortunato]]></surname>
<given-names><![CDATA[Fábio Rogério Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Tânia Regina Lobato dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,rogergofort@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,tania02lobato@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-01872025000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-01872025000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-01872025000100307&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo trata sobre a realidade educativa de uma escola ribeirinha localizada na mesorregião do Marajó-PA. O estudo objetivou analisar como a aplicabilidade de políticas públicas de transporte escolar de estudantes, alimentação escolar e recursos didáticos apropriados influencia a aprendizagem dos educandos e a prática pedagógica das professoras ribeirinhas no município de Melgaço no Marajó-PA. Trabalhou-se metodologicamente a pesquisa qualitativa sob a perspectiva da análise de discurso, tomando como referência os autores Paludo (2006); Almeida (2011); Coelho, Santos e Silva (2015); Costa (2021); Arroyo (2004; 2011); Corrêa (2005); Freire (1996) e Lüdke e André (2013), apropriados para a etapa de entrevistas realizadas à luz dos procedimentos éticos de pesquisa com duas professoras de uma escola ribeirinha atuantes nos anos iniciais na região de Melgaço, no Marajó-PA. Utilizando como ferramenta de coleta de dados o recurso da gravação nas entrevistas, o estudo revelou que a falta de políticas públicas efetivas afeta diretamente a qualidade do ensino na escola ribeirinha, uma vez que a ausência de atenção dos órgãos mantenedores responsáveis pela segurança dos transportes fluviais, que conduzem os educandos no ir e vir da escola a suas casas, assim como a carência de recursos didáticos essenciais à prática docente, além dos problemas no fornecimento da alimentação escolar adequada, provocam a desmotivação dos educandos e, consequentemente, dos educadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article addresses the educational reality of a riverside school located in the Marajó mesoregion, Pará, Brazil. The study aimed to analyze how the implementation of public policies regarding student transportation, school meals, and appropriate teaching resources influences student learning and the pedagogical practices of riverside teachers in the municipality of Melgaço, Marajó-PA. Methodologically, the research employed a qualitative approach through discourse analysis, referencing authors such as Paludo (2006), Almeida (2011), Coelho, Santos, and Silva (2015), Costa (2021), Arroyo (2004; 2011), Corrêa (2005), Freire (1996), and Lüdke and André (2013). Data were collected via recorded interviews conducted ethically with two teachers working in the early grades at the riverside school in Melgaço. The study revealed that the lack of effective public policies directly impacts the quality of education at the riverside school, as the absence of attention from responsible agencies regarding the safety of river transport for students, the shortage of essential teaching materials, and problems with adequate school meal provision lead to demotivation among both students and educators.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo aborda la realidad educativa de una escuela ribereña ubicada en la mesorregión de Marajó, Pará, Brasil. El estudio tuvo como objetivo analizar cómo la aplicabilidad de las políticas públicas de transporte escolar, alimentación escolar y recursos didácticos apropiados influye en el aprendizaje de los estudiantes y en la práctica pedagógica de las profesoras ribereñas en el municipio de Melgaço, Marajó-PA. Metodológicamente, la investigación utilizó un enfoque cualitativo desde la perspectiva del análisis del discurso, tomando como referencia a autores como Paludo (2006), Almeida (2011), Coelho, Santos y Silva (2015), Costa (2021), Arroyo (2004; 2011), Corrêa (2005), Freire (1996) y Lüdke y André (2013). Los datos fueron recolectados mediante entrevistas grabadas, realizadas bajo procedimientos éticos con dos profesoras que trabajan en los primeros años de la escuela ribereña en la región de Melgaço. El estudio reveló que la falta de políticas públicas efectivas afecta directamente la calidad de la enseñanza en la escuela ribereña, ya que la ausencia de atención por parte de los organismos responsables de la seguridad del transporte fluvial, la carencia de recursos didácticos esenciales y los problemas en el suministro de una alimentación escolar adecuada provocan la desmotivación tanto de los estudiantes como de los educadores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola ribeirinha]]></kwd>
<kwd lng="pt"><![CDATA[Financiamento]]></kwd>
<kwd lng="pt"><![CDATA[Prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Desafios.]]></kwd>
<kwd lng="en"><![CDATA[Riverside school]]></kwd>
<kwd lng="en"><![CDATA[Funding]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[Challenges.]]></kwd>
<kwd lng="es"><![CDATA[Escuela ribereña]]></kwd>
<kwd lng="es"><![CDATA[Financiamiento]]></kwd>
<kwd lng="es"><![CDATA[Práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Desafíos.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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