CHALLENGES OF PROFESSIONAL AND TECHNOLOGICAL EDUCATION FOR THE SATERÉ-MAWÉ IN INDIGENOUS TERRITORY IN THE AMAZON

Indigenous school education in Brazil is a right aimed at promoting the strengthening of identities and cultures, and also plays a crucial role in the sustainable development of indigenous peoples. Among many experiences aimed at indigenous schooling, this study analyzed the challenges and advances associated with the implementation of the Technical Course in Agroecology offered by the Instituto Federal do Amazonas - IFAM to the Sateré-Mawé indigenous people. The objective of the research was to identify the contributions of the course to the maintenance of traditional knowledge and the generation of sustainable socioeconomic opportunities. Methodologically, the study adopted a qualitative approach, with theoretical and documentary review, based on discursive textual analysis - ATD and the application of a SWOT matrix. Institutional documents, both from the government and recent academic literature, were analyzed to contextualize the proposed reflections. The results indicated that the articulation between traditional knowledge and technical knowledge in the Agroecology course contributed to the strengthening of cultural identity and the improvement of agroecological practices, promoting food security and environmental preservation. However, challenges such as the scarcity of bilingual teaching materials and limited teacher training in the intercultural field were identified as barriers to be overcome. It is concluded that professional and technological education, when adapted to the cultural and environmental specificities of indigenous peoples, has significant transformative potential, pointing to the need for greater investment in public policies and future studies that deepen strategies for integrating education and traditional knowledge.