THE FEELING-THINKING ABOUT THE EXPERIENCES OF AN EDUCATOR FROM THE MAZAGANENSE AMAZON-AP

Abstract

This article presents a narrative from the perspective of an Amazonian riverside dweller, whose journey is marked by the transition between belonging, resistance, and the struggle for the right to education. The context for her lived experiences was the Retiro Jito Pequeno community, in the municipality of Mazagão, Amapá state. The text interweaves experiences ranging from schooling in multi-grade classes to admission to graduate school, highlighting the journeys through the waters and the challenges of accessing education, which disregards the ways of life, ancestry, and knowledge co-constructed by riverside populations. In contrast, the text advocates water pedagogy as an epistemological and emancipatory horizon, recognizing the river, the forest, and the territory as educational spaces, nourished by ancestral memory and collective sharing. Therefore, pedagogical practices that value Amazonian peoples as subjects of knowledge and rights are urgently needed, in addition to the need for inter/multicultural public policies committed to a liberating, plural and transformative education in the multiple contexts of the Amazons.