This research intended to characterize innovative educational practices in the Cabari community, created by Baniwa families from the Içana River. The hypothesis such as Baniwa and Koripako presence in the teaching staff brought innovations in education was confirmed, although the Aí Waturá microregion have been facing challenges, for example, the demographic growth as well as the colonialist practices disseminated by different pedagogical proposals both in the native territory and in the new region occupied, transformed and, consequently, territorialized by such families. The knowledge learned and used in the mountains of Cabari promotes the transformation of the educational resources of the Indigenous School of Cabari (Einc), from the extraction of fibers, fruits, and recycling of PET bottles to the manage of self-training and sporting events, which gradually modify the calendar of the school community, up until then guided by religious holidays. In addition, some school teaching procedures have strengthened oral and visual traditions and potentiated multiple literacies, as in the case of dramatizations and tracks in multigrade classes, in the search for visual references in Science and Mathematics teaching, and in elementary school graduations, recorded in drawings, reading books, photos, maps, music, and videos. Far from being reduced to a single meaning, there are multiple pathways of indigenous schooling such as generating economic projects, adapting original content to a series, or revitalizing traditional cultures. Cabari schooling illustrates broader processes of territorialization of the Middle Rio Negro and evidences a range of grassroots socio-environmental projects, which has been increasing participation of the community members. Approaching the discussion on the improvement of different forms of systematization of the knowledge learned in the territory to methodological and political-pedagogical debates on what constitutes quality education, Cabari evaluates and makes decisions about schooling advances, in opposition to the colonialist paradigm of conventional schooling.