Brazilian regional division

an analysis of the division process and its implications for education in the northern region

Authors

DOI:

https://doi.org/10.5335/rep.v32.17152

Keywords:

Curriculum; Geopolitics; Regional division; Amazon; Education.

Abstract

This article proposes a geopolitical analysis of the Brazilian regional division and its implications for education in the Northern Region, with emphasis on the state of Amazonas. It is based on the assumption that the regionalization of Brazilian territory is not neutral, but rather constructed through economic and political interests that have historically relegated the Amazon to a peripheral condition. The article discusses how this territorial configuration directly influences the formulation and implementation of school curricula, contributing to the maintenance of an exclusionary and decontextualized educational model. Through bibliographic review and documentary analysis, based on authors such as Milton Santos, Pierre Bourdieu, Tomaz Tadeu da Silva, Candau, and Quijano, it analyzes the connections between territory, curriculum, and inequality. In addition to criticizing homogenizing educational policies, the article highlights local pedagogical experiences in the Amazon that challenge the prescribed curriculum and promote intercultural, territorialized, and emancipatory practices.

 

 

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Author Biographies

  • Henry Gondim de Souza, UEA – State University of Amazonas

    Henry Gondim de Souza holds a Master's degree in Human Sciences from the Interdisciplinary Graduate Program in Human Sciences at the State University of Amazonas (PPGICH/UEA). A geographer, law student, and public school teacher (SEDUC-AM), he works in high school education and in preparing students for university entrance exams and civil service examinations. He is also a faculty member at CUCA Cursos e Concursos, with experience in teaching Current Affairs, the Child and Adolescent Statute (ECA), the Law of Guidelines and Bases of National Education (LDB), and the Salamanca Statement. His research interests focus on critical education, the Amazon region, teacher training, and the analysis of textbooks.

  • Doctor, UEA – State University of Amazonas

    Edilza Laray de Jesus holds a Ph.D. in Education from the Federal University of Rio Grande do Sul (UFRGS), a Master's degree in Environmental Education from the Federal University of Rio Grande (FURG), and a specialization in Educational Sciences from Università Ca’ Foscari Venezia (Italy), in partnership with UNISUL. She earned her undergraduate degree in Geography from the Federal University of Amazonas (UFAM) and is a professor at the State University of Amazonas (UEA), where she works in the Interdisciplinary Graduate Program in Human Sciences (PPGICH). She is also part of the faculty of the National Professional Master’s Network in Water Resources Management and Regulation (PROF-CIAMB/UFAM) and the PARFOR/CAPES program. She has extensive experience in Basic Education, having worked for 16 years in the state public school system (SEDUC-AM), and is the supervisor of the AprovEns/UEA preparatory course. She is a member of the EPISA Research Group and has played a prominent role in the development of the Brazilian National Common Curricular Base (BNCC), in addition to serving as president of the Amazon Institute of Meliponiculture. Her areas of interest include Environmental Education, Rural Education, and Tourism Education.

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Published

2025-12-08

Issue

Vol. 32 (2025): PUBLICAÇÃO CONTÍNUA

Section

Dossiê - Currículo e Políticas Educacionais: campo de disputas e tensionamentos

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Os direitos autorais são mantidos pelos autores, os quais concedem à revista o direito de primeira publicação. 

How to Cite

Brazilian regional division: an analysis of the division process and its implications for education in the northern region. Revista Espaço Pedagógico, [S. l.], v. 32, p. e17152, 2025. DOI: 10.5335/rep.v32.17152. Disponível em: https://ojs.upf.br/index.php/rep/article/view/17152. Acesso em: 15 jan. 2026.