Ilhas que bailam sob mãos humanas: a Escola-Bosque do Bailique-AP e a luta por políticas educacionais e ambientais efetivas (1995-2026)

Abstract

This study analyzes the trajectory of the Amapá Forest-School Project in the Bailique Archipelago between 1995 and 2026, examining disputes, contradictions, and structural factors that influenced its implementation and dismantling. The research is based on a qualitative approach, associated with document analysis and direct observation, employing Bardin's (1977) content analysis technique to systematize the data in the pre-analysis, material exploration, and results treatment, inference, and interpretation phases. The theoretical framework engages with critical perspectives on Environmental Education and debates on public policies in the Amazon. The study is structured in three sections. The first investigates the roots and directions of Environmental Education, addressing global conceptual and political disputes, from the Club of Rome to COP 30, and the challenges of implementation in Brazil. The second examines the conception and implementation of the Forest-School Project within the Amapá Sustainable Development Program, as a strategy for valuing riverside identity. This study analyzes the materialization of an architecture adapted to the floodplain and the functioning of the production units as pedagogical spaces for the integration of traditional and scientific knowledge, aiming at technical and civic education. The third section investigates the erosion of this ideal, identifying intertwined factors: the pedagogy of absence, imposed by administrative discontinuity and state negligence, and the physical destruction of the school by the phenomenon of "landslides." The research correlates this disaster with anthropogenic interventions in the Araguari River Basin, configuring a framework of environmental racism. The generation of educational refugees is discussed, and the utopia of normality in the application of standardized curricula amidst precariousness is criticized. The results indicate that, although the Project proved the viability of an integrated curriculum, its trajectory was undermined by structural challenges and macroeconomic interests. The analysis demonstrates that the legacy of the Forest-School transcends its ruins: community resistance and the pedagogy of survival prove that the seed of political consciousness has germinated. The findings suggest that the experience offers lessons for public policy in the Amazon, demonstrating that sustainability depends on territorial autonomy and the continuity of emancipatory educational models.