Conceição, Francilene Sales daMarinho, Franklin Cruz2024-08-282024-09-082024-08-282024-08-282024-02-15MARINHO, Franklin Cruz. Território da educação do campo na Amazônia Ribeirinha do Estado do Amazonas-Brasil. 2024. 77 f. TCC (Graduação em Geografia) - Universidade do Estado do Amazonas, Manaus.https://ri.uea.edu.br/handle/riuea/4350The "people of the Amazonian countryside" have specific social, economic, cultural and environmental characteristics. Any policy aimed at the educational demands of these populations needs to start with an understanding of their way of life. With this in mind, this monograph discusses the relationships that these individuals establish between the school and the territory in which they live, as well as observing whether teaching, especially geography, dialogues with the social, economic, environmental and cultural reality in which they are inserted. Based on this, the general objective of this work is to analyze the territory of Rural Education in the Riverside Amazon in the Jandira Community, which is located in the municipality of Iranduba in the state of Amazonas, Western Amazon, considering the strategies of struggle, resistance and didactic-pedagogical challenges for teaching geography in rural schools. And the specific objectives are: to understand the social movements of struggle and resistance in the territory of rural education in Brazil and in the riverside Amazon; to understand the didactic-pedagogical ways of thinking about rural education and geography teaching in the Amazon, especially in the state of Amazonas; to analyze the territorial strategies of struggle, resistance and the challenges of rural education in geography teaching in the riverside Amazon of the municipality of Iranduba-AM. The research question asked the following questions: What relationships do those involved in this type of education establish between the school and the territory in which they live? What are the struggles and resistance strategies of rural education in the riverside Amazon? Does geography teaching engage with the social, economic, environmental and cultural reality of the students? Methodologically, we opted for qualitative research, with contributions from elements of the dialectical method. From this perspective, interviews and photographic records were taken based on a specific case: a municipal school located in a riverside community in the municipality of Iranduba/AM. The research was preceded by a bibliographical and documentary survey and analysis of the subject and the reality/object of discussion. Based on the adoption of appropriate methodologies for teaching Geography in Rural Education, it was found that the teacher of the subject uses strategies that dialog with the social, economic, environmental and cultural reality of the students. Regarding the territory, there are no public policies for the population, but rather government actions that are not very effective for the reality of these riverside dwellers, who are at the mercy of the goodwill of those in power. In order to break with this fact, it is necessary to implement public education policies that are capable of thinking about education based on the identity and reality of the riverside territory in the direction proposed by the Rural Education Policy. What follows is an in-depth discussion of the issue raised in the context of the reality selected for study. Keywords: Rural Education. Geography Teaching. Riverine Amazon. Territory. Territoriality.Acesso AbertoEducação do campoEnsino de geografiaAmazônia RibeirinhaTerritórioTerritorialidadeRural educationGeography teachingRiverine AmazonTerritoryTerritorialityTrabalho de Conclusão de CursoGeografiaEnsino de geografiaGeografia Regional