EDUCAÇÃO INSULAR NO BRASIL: INVISIBILIDADE, LEGISLAÇÃO E DESAFIOS PARA A EQUIDADE EDUCACIONAL

Abstract

Insular education represents a marginalized reality within Brazilian educational policies, marked by specific challenges related to access, permanence, and equity. This article aims to critically analyze the absence of specific regulations addressing education in insular communities in Brazil, with emphasis on the legal and institutional silences that hinder the development of territorially sensitive educational policies. The methodology is based on documental analysis and bibliographic review, focusing on the Federal Constitution, the Law of Guidelines and Bases of National Education (LDB), the National Curriculum Guidelines, the Common National Curriculum Base (BNCC), and the National Education Plan (PNE). The findings show that, despite some progress in including historically marginalized groups—such as quilombola and indigenous populations—insular communities remain largely excluded from legal and pedagogical frameworks. The study highlights the urgent need to recognize insular education as a distinct area of attention, with its own guidelines and public policies that respect its geographic, cultural, and social specificities.