Representações da Amazônia em livros didáticos de geografia

Abstract

This dissertation analyzes the representations of the Amazon in high school Geography textbooks distributed by the National Textbook Program (PNLD) 2022 and adopted in public schools in Amazonas. The study investigates whether the Environmental, Cultural, Economic, and Social dimensions are addressed in a balanced and in-depth manner. Using a qualitative-interpretative approach, the research employed documentary analysis and thematic categorization to assess how the region is portrayed. The results indicate an uneven representation of the Amazon in the analyzed materials. The Social dimension was the most referenced (439 occurrences), followed by the Cultural (363), while the Economic (264) and Environmental (73) dimensions received less attention. The analysis by coordination showed that Coordination 3 concentrated most references to the Environmental dimension (90.18%), while Coordination 2 emphasized the Economic dimension (50.38%). Meanwhile, Coordination 4 highlighted the Cultural (42.70%) and Social (39.88%) dimensions, revealing a fragmented approach to the region. The low representation of the Environmental dimension in some coordinations (Coordination 2 with 5.78% and Coordination 4 with 4.04%) is concerning, given the Amazon's critical role in global ecological balance. Additionally, the predominance of the Social dimension, without sufficient depth, limits the understanding of territorial conflicts and the struggles of Indigenous peoples. The findings align with existing literature criticizing the reductionist and fragmented view of the Amazon in textbooks, reinforcing the need for more contextualized materials that reflect local realities. The study suggests incorporating interdisciplinary approaches and valuing local knowledge to ensure a more critical and plural geographic education.