Between Conflicts and Disputes: The Geography of Rural Schools in the Northern Region of Brazil

Abstract

This article analyzes the operational dynamics of rural schools in the Northern region of Brazil over the last two decades (1999-2019), considering three analytical perspectives: (i) the reduction in the total number of operating schools across different periods; (ii) the recurrence of closures, i.e., the frequency with which the same school is closed and reopened within a given timeframe; and (iii) definitive closures. Among these approaches, the most commonly used in the literature is the analysis of the absolute reduction in the number of schools by comparing figures across different years. Data from the National Institute for Educational Studies and Research Anísio Teixeira (INEP) indicate that the Northern region lost 7,709 rural schools between 1999 and 2019, decreasing from 21,321 to 13,612 units, representing a reduction of 36.2%. This process not only undermines the right to education in rural territories but also results in consequences such as increased student commuting, overcrowding of urban schools, and weakening of rural communities. The research adopts a qualitative approach based on an analysis of data from INEP’s School Census, which reveals that despite legislation such as Law nº 12,960/2013, rural school closures remain frequent, emphasizing the need for effective public policies to ensure the right to education in rural areas.