CHALLENGES AND STRATEGIES IN SCIENCE EDUCATION IN THE NORTHERN REGION OF BRAZIL

Abstract

The article addresses the main obstacles and possibilities in science education in the Northern region of Brazil, highlighting structural, formative, and curricular challenges that hinder the development of contextualized and inclusive scientific education. The precariousness of school infrastructure, particularly the lack of laboratories, teaching materials, and internet access, limits the effectiveness of pedagogical practices, especially in rural, riverside, and indigenous communities. This is compounded by the shortage of teachers specialized in science, aggravated by the limited availability of on-site degree programs and the technical challenges of distance learning. Another critical issue is the lack of curricular contextualization, which disregards traditional knowledge and the socio-environmental realities of the Amazon. The article proposes the adoption of active methodologies, such as using medicinal plants in practical activities and valuing ecological trails and interdisciplinary projects. Additionally, it highlights the use of technologies adapted to the local context, such as educational TV, offline apps, and satellite internet, as viable alternatives to mitigate digital exclusion. The critical analysis reveals gaps in the academic literature, particularly in integrating traditional knowledge in an epistemologically respectful way and formulating specific public policies for the Amazon. It concludes that overcoming inequalities requires not only material resources but also the appreciation of local knowledge and the construction of a plural, decolonial, and equitable scientific epistemology, capable of promoting genuine cognitive justice in science education.