THE FUNDAMENTAL RIGHT TO QUALITY BASIC EDUCATION IN AMAZONIAN REGIONS OF GEOGRAPHIC VULNERABILITY: THE INTEGRATION OF DISTANCE EDUCATION AS A MECHANISM FOR EDUCATIONAL INCLUSION

Abstract

This article analyzes the realization of the fundamental right to quality basic education in isolated Amazonian regions, considering the impacts of geographic vulnerability on access, school attendance, and learning conditions. The study adopts a qualitative, bibliographic, and documentary approach, using the deductive method to relate the legal framework of the right to education to the territorial, social, and cultural particularities of Amazonian communities. The analysis shows that factors such as long distances, dependence on river transportation, inadequate school infrastructure, and unequal state presence hinder the material realization of this right. In this context, digital tools have the potential to expand access to educational content, facilitate communication, and support pedagogical practices, thereby reducing some of the effects of territorial isolation. However, the study concludes that technology cannot provide an isolated solution and should be integrated into territorially sensitive public policies, together with investments in infrastructure, connectivity, teacher training, and recognition of the specific characteristics of Amazonian communities.