Territorialization and deterritorialization of rural schools in the northern mesoregion of Amapá state

Abstract

Rural education is an important public policy for social transformation that strengthens the identity and territory of individuals living in rural areas. Schools in rural areas are one of the main spaces where this public policy is materialized, but in the northern mesoregion of the state of Amapá, the lack of public policies aimed at the real needs of rural, water, and forest populations has seriously affected education. Our research combined data from the Inep school census, records from the Pastoral Land Commission on conflicts in rural areas, and secondary sources such as theses, dissertations, articles, and electronic newspapers. The results indicate that the rural areas in the northern mesoregion of Amapá are undergoing profound changes and that the functioning dynamics of rural schools have been deeply affected. The main factors are activities related to mining and agriculture, as well as the lack of participation of the local population in decisions about the creation of large preservation areas. Therefore, it is crucial to implement public policies that promote access to basic rights, especially rural education, and that seek social participation and environmental preservation more effectively.