<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602023000100500</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.92731</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Apresentação - Esperançamentos em escritas necessárias sobre a história da educação na Panamazônia]]></article-title>
<article-title xml:lang="en"><![CDATA[Presentation - Hopes in necessary writings about the history of education in the Pan-Amazon Region]]></article-title>
<article-title xml:lang="es"><![CDATA[Presentación - Esperanzas en escritos necesarios sobre la historia de la educación en Pan-amazonia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bencostta]]></surname>
<given-names><![CDATA[Marcus Levy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Clarice Nascimento de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602023000100500&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602023000100500&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602023000100500&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Em uma perspectiva histórica, o diálogo que estabelecemos entre as regiões Norte e Sul do Brasil, no contexto da produção científica sobre a educação brasileira, reveste-se de extrema importância. A partir desse diálogo, conseguimos ultrapassar as fronteiras geográficas e expandir nossos horizontes para compreender as intricadas nuances da educação na região amazônica. Essa vasta área, que simultaneamente escapa à nossa compreensão e nos liga aos nossos países vizinhos &#8213; como Bolívia, Brasil, Colômbia, Equador, Guiana, Guiana Francesa, Peru, Suriname e Venezuela &#8213; partilha não somente traços geográficos, mas também elementos culturais, constituindo o que denominamos Panamazônia. Nesse contexto, o tema Histórias da Educação na Panamazônia: Sociedades, Culturas, Tempos e Espaços possibilita uma abordagem das questões contemporâneas que, quando analisadas com profundidade, ampliam nossa compreensão dos fenômenos educacionais. Isso se alinha ao crucial e urgente debate sobre a visibilidade das comunidades marginalizadas. A máxima e o desafio que enfrentamos são inequívocos: não se pode discutir a Amazônia sem dar voz e visibilidade aos sujeitos marginalizados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The dialogue we establish between the Northern and Southern regions of Brazil, in the context of scientific production regarding Brazilian education from a historical perspective, takes on extreme importance. Through this dialogue, we are able to transcend geographical boundaries and broaden our horizons to comprehend the intricate nuances of education in the Amazon region. This vast area, which simultaneously eludes our understanding and connects us to Brazil&#8217;s neighboring countries there, such as Bolivia, Colombia, Ecuador, Guyana, French Guiana, Peru, Suriname and Venezuela, shares not only geographical characteristics but also cultural elements, forming what we refer to as the Pan-Amazon region. In this context, the theme &#8220;Histories of Education in the Pan-Amazon Region: Societies, Cultures, Times, and Spaces&#8221; enables an exploration of contemporary issues that, when analyzed in depth, enhance our understanding of educational phenomena. This aligns with the crucial and urgent debate on the visibility of marginalized communities. The maxim and challenge we face are unequivocal: one cannot discuss the Amazon without giving voice and visibility to marginalized individuals.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Desde una perspectiva histórica, el diálogo que establecemos entre las regiones Norte y Sur de Brasil, en el contexto de la producción científica sobre la educación brasileña, asume extrema importancia. A partir de ese diálogo, podemos trascender las fronteras geográficas y ampliar nuestros horizontes para comprender los intrincados matices de la educación en la región amazónica. Esa vasta área, que escapa a nuestra comprensión y a la vez nos conecta con nuestros países vecinos &#8213; como Bolivia, Brasil, Colombia, Ecuador, Guyana, Guayana Francesa, Perú, Surinam y Venezuela &#8213; comparte no sólo características geográficas sino también elementos culturales, formando lo que denominamos Pan-amazonia. En ese contexto, el tema Historias de la Educación en la Pan-amazonia: sociedades, culturas, tiempos y espacios permite explorar cuestiones contemporáneas que, analizadas en profundidad, amplían nuestra comprensión de los fenómenos educativos. Eso se alinea con el debate crucial y urgente sobre la visibilidad de las comunidades marginadas. La máxima y el desafío que enfrentamos son inequívocos: no se puede hablar de Amazonia sin dar voz y visibilidad a los individuos marginados.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[História da Educação na Panamazônia]]></kwd>
<kwd lng="pt"><![CDATA[Culturas Escolares]]></kwd>
<kwd lng="pt"><![CDATA[Fenômenos Educacionais]]></kwd>
<kwd lng="en"><![CDATA[History of Education in the Pan-Amazon Region]]></kwd>
<kwd lng="en"><![CDATA[School Cultures]]></kwd>
<kwd lng="en"><![CDATA[Educational Phenomena]]></kwd>
<kwd lng="es"><![CDATA[Historia de la Educación en Pan-amazonia]]></kwd>
<kwd lng="es"><![CDATA[Culturas Escolares]]></kwd>
<kwd lng="es"><![CDATA[Fenómenos Educativos]]></kwd>
</kwd-group>
</article-meta>
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