The researches in educational policies and the Baian identity territory as a category of analysis

Abstract

The analysis of identity territories in Bahia reveals essential dimensions for understanding and developing educational policies when investigated through the Historical-Dialectical Materialism method. Rooted in the Marxist tradition, this method emphasizes historical contradictions, power relations, and social transformation, allowing for a deep understanding of social phenomena. The space considered here is social space, which enables an interpretation of reality as produced by capitalist society. In this context, the concept of territory gains relevance, acting as an analytical lens to observe the intersection between space and power. While social space encompasses multiple dimensions and scales, the territory delineates a sphere where relationships of control, belonging, and appropriation become more evident and structured. Initially associated with physical or political-administrative boundaries, the concept of territory has evolved in academic discourse to encompass broader and more complex meanings. Considering territory as a category of content implies recognizing that the spaces we inhabit are neither empty nor neutral but rather infused with meanings that emerge from social practices and historical struggles. In the Bahian context, identity territories highlight particularities, contradictions, unique realities, and distinct possibilities compared to other contexts, precisely due to the way this space is structured. This approach allows research on educational public policies to benefit from a contextualized analysis that values cultural, social, economic, and political diversity.