EDUCATION IN THE AMAZON: CHALLENGES AND PROSPECTS AT AN INDIGENOUS SCHOOL IN BENJAMIN CONSTANT, AMAZONAS

Abstract

The objective of this study is to analyze the didactic-pedagogical function at the Ebenezer Municipal Indigenous School, located in the Filadélfia Indigenous Territory, in the municipality of Benjamin Constant, Amazonas. The study is descriptive and explanatory in nature, with a mixed approach (qualitative and quantitative) and uses the case study method proposed by Yin (2015), allowing for an in-depth understanding of the social and educational phenomena experienced by the indigenous community. The results reveal that the community has a heterogeneous profile in terms of education, with large families and predominantly wooden houses with an extended family structure. Family farming is the main source of income, highlighting the traditional and self-sustaining nature of the local economy. The school has infrastructure rated as fair to excellent by its employees, and community participation is considered moderate to slightly active. In terms of teaching practices, teachers show concern for planning lessons, conducting extracurricular activities, and using technological resources, even in the face of material limitations. The study concludes that the school functions as a space for mediation between traditional knowledge and formal education, promoting the appreciation of local culture. However, in order to consolidate quality indigenous education, public investment, intercultural teacher training, and curricula that integrate traditional knowledge are necessary.