2026-10-082026-10-082025-02-24SOUZA, Liciane de Souza e. A concepção de projeto de vida no “novo” Ensino Médio: uma análise crítica a partir do lugar dos povos do campo, das águas e das florestas na Amazônia. Orientador: Sérgio Roberto Moraes Corrêa. 2025. 289 f. Dissertação (Mestrado em Educação)- Centro de Ciências Sociais e Educação. Universidade do Estado do Pará. Belém, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/330AbertoEducação do campo, das águas e das florestasProjeto de vidaJuventudeEnsino médioAmazôniaHigh schoolLife projectEducation of the countrysideWaters and forestsYouthAmazonDissertaçãoCiências HumanasThis study focuses on the educational policy of the “New” High School, approved by Provisional Measure No. 746 in 2016, which later became Law No. 13,415/2017, updated by Law No. 14,945/2024. This Reform highlights the Life Project as part of the curriculum to foster student protagonism. This element is the focus of this investigation, with a focus on the rural educational reality of the Amazon. As a problem-question, the research defines: What is the place of the specificities of the Rural Peoples in the conception of the Life Project proposed by the curriculum of the “New” High School in Brazilian society? The general objective is to analyze the place of the specificities of these peoples in the conception of the Life Project proposed by the curriculum of the “New” High School in Brazilian society. As specific objectives, we define: a) To present the genealogy of the “New” High School Reform, having as a backdrop the current Brazilian reality, the classes and social interest groups that cross the materialization of the Reform, between 2016 and 2023; b) To analyze the concept of Life Project, established in the “New” High School curriculum, based on national and state official documents, with a view to a critical understanding of the place of rural people; c) To understand the meaning that rural students attribute to their life projects, highlighting the tensions with what is proposed by the “New” High School Reform; d) To point out the dilemmas and challenges that the Lula government, through a “broad democratic front”, poses for High School today. The locus is the State of Pará, based on the experiences of the Benedita Lima Araújo school, in the Murutinga community, in Abaetetuba, and Roberto Remigi, located in the João Batista II Settlement, in Castanhal. Teachers, students and managers/coordinators in these two school units, in addition to collective subjects such as the Modular Organizational Education System, the Union of Public Education Workers of the State of Pará, the Pará Forum for Education in the Countryside, Waters and Forests, the Coordination of Education in the Countryside of the State Secretariat of Education, and the Social Movement of Landless Rural Workers make up the group of interlocutors of this research. The methodology uses a qualitative approach, based on the theoretical-methodological matrix of historical-dialectical materialism, in its intersection with the decolonial approach, considering the particularities of Brazil and the Amazon, in the capitalist system, the plural perspectives of life, education and society, and the dialogue with issues that go beyond class. The methodological procedures include bibliographic review, documentary analysis and field research, with semi-structured interview. The results, analyzed using the data triangulation technique, point to the colonial/neoliberal conception that guides the Life Project component, based on principles that strengthen the hegemony of the capitalist system and the processes of exclusion, inequality and denial of diversity, generating contradictions and challenges for High School in the territories of the Countryside, Waters and Forests in the Amazon.PPGED - Saberes culturais e educação na Amazônia