Educação na Amazônia: desafios e perspectivas em uma escola ribeirinha indígena de Benjamin Constant, Amazonas

Abstract

This study aims to analyze the didactic-pedagogical function at the Ebenezer Indigenous Municipal School, located in the Filadélfia Indigenous Territory, in the municipality of Benjamin Constant, Amazonas. The study is descriptive-explanatory, 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 presents a heterogeneous profile in terms of schooling, with large families and predominantly wooden dwellings with an extensive family structure. Family farming constitutes the main source of income, highlighting the traditional and self-sustainable nature of the local economy. The school has infrastructure rated as regular to excellent by its staff, and community participation is considered moderate to inactive. Regarding pedagogical practices, teachers demonstrate concern in 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, to consolidate quality indigenous education, public investment, intercultural teacher training, and curricula that integrate traditional knowledge are necessary.