RIVERSIDE EDUCATION IN THE AMAZONIAN CONTEXT: MATERIAL CONDITIONS AND THEIR CONTRADICTIONS IN THE LIGHT OF HISTORICAL-DIALECTICAL MATERIALISM

Abstract

Riverside education constitutes an important object of investigation for understanding the multiple determinations that shape the reality of populations living along rivers, especially in the Amazon. In this context, this study aims to analyze the material conditions and their contradictions in riverside education from the perspective of historical-dialectical materialism. This is a qualitative bibliographic study that draws on the works of Andery and Sério (1996), Arroyo (2010), Marx (1977; 2013), Mészáros (2002; 2005), Saviani (2010), among others, whose contributions are essential for a dialectical understanding of education in the Amazonian riverside context. The findings reveal contradictions related to school infrastructure, access to healthcare, basic sanitation, internet connectivity, school transportation, and public policies, exposing the inequalities that characterize these territories and directly affect educational processes. The analysis demonstrates that riverside education develops amid tensions between the formal recognition of rights and the concrete limitations to their implementation. Therefore, while education is conceived as an instrument of social inclusion and human development for these communities, material conditions and contradictions inherent in the logic of capital continue to hinder access to education, students' retention, and the quality of schooling.