Interculturality as a formative principle in the education of high school youth in the Amazonian triple border-Brazil/Peru/Colombia

Abstract

This article analyzes interculturality as a formative principle in the education of young people in high schools located in the Amazon triple border - Brazil/Peru/Colombia, in contrast to the monocultural and homogenizing perspective still present in school practices. Methodologically, it is a bibliographic research, with a qualitative approach, based on historical-dialectical materialism, a perspective that enables the critical analysis of the social, cultural, and educational contradictions that permeate this context. The study contextualizes the constitution of the triple border in terms of social, political, ethnic, and cultural organization; presents the diversity of youth groups present in local schools; and discusses interculturality as a critical pedagogical approach, aimed at recognizing differences, confronting inequalities, and building more dialogical and emancipatory educational relationships, enabling the school to understand young people from their ways of being, living, interpreting the world, and forming their identities.