This thesis brings the results of research related to a more comprehensive study, through which a portrait of schools that are distinguished by operating in floodplain regions is being produced. Its object is the educational policies aimed at these schools in the interior of the municipality of Santarém in Pará. Historical-Critical Pedagogy and Historical-Dialetic Materialism constitute the theoretical supports of this study, which sought to answer: how the differentiated school calendar for floodplain schools is it contextualized in the policy of the Municipal Department of Education and Sports (SEMED) in light of the current social, political, economic and cultural contexts? The general objective of this research is to understand the nature of the differentiated school calendar for floodplain schools in relation to the regular calendar, in the face of hegemony disputes and against hegemony of corporate projects, times, spaces and their influence on educational processes, to serve students who aspire verticalize knowledge, considering the process of inclusion of education as a whole, within the Amazon. The justification for this research is given by the specificities of both the environment and the implementation of school education. Its social and educational relevance consists of giving visibility to the ways of being and living of residents and students in this Amazonian environment, contributing to struggles, projects and public policies in tune with their needs. The methodological procedures included bibliographic review, survey and systematization of documents, oral sources and carrying out an educational-cultural competition to gather the largest volume of information with more reliability. In this way, we sought to understand the educational process, the advances and setbacks, with the school calendar as a central point in the analysis as a public educational policy to meet the singularities of the floodplain. The results demonstrate that the differentiated school calendar was important at the beginning of its implementation, in the 1970s, due to the precariousness of schools, but over time, after the improvements implemented, it became an embarrassment to the school community, due to divergence of the school year in relation to the regular school calendar. This study also revealed one of the biggest contradictions of the calendar, given that over the years it has become an instrument of late exclusion of students from the floodplain. As a result, instead of progress, the calendar became a step backwards, so that one hundred percent of floodplain school managers defended its unification with the regular school calendar. Furthermore, other elements achieved and identified by this research may serve as a source for other researchers interested in the topic, in addition to bringing contributions to the emergence of new discussions about specific and differentiated school education in rural communities in the Amazon of Pará. Therefore, suggestions are suggested for making improvements to achieve quality education, materialized by the institution of a specific State public policy aimed at meeting the universality of these schools in the interior of Brazil and to be implemented by the federal government in line with States and Municipalities.