Intercultural & Bilingual Training
Need for Intercultural Schools in Yanomami territory
Many Yanomami communities are deeply connected to the national cultures of Venezuela and Brazil. They regularly engage with political officials, medical professionals, missionaries, educators, non-governmental organizations (NGOs), and other Indigenous populations. In response to global threats such as illegal mining, climate change, and cultural marginalization, Yanomami leaders have taken a proactive stance. They have called for programs that equip their youth with the tools to navigate a rapidly changing world while protecting their communities. In a powerful display of unity and shared vision, the government, NGOs, and Yanomami leaders have established Intercultural and Bilingual Schools throughout the territory.
These schools integrate traditional knowledge with national curricula, empowering students to read and write in Spanish, Portuguese, and Yanomami dialects. They also provide pathways for Yanomami youth to become medics, teachers, spokespersons, and government representatives. These roles support communities from within, enabling them to participate in broader national and global conversations without sacrificing their cultural values. This commitment to learning, adaptation, and self-representation is a source of pride and resilience.
Addressing Transculturation
Intercultural education is a powerful tool for helping Yanomami youth understand the importance of preserving ancestral knowledge in the face of modern threats. However, transculturation — the blending and transformation of cultures through prolonged contact — can pose risks to cultural integrity when not actively mediated by communities themselves.
​
One pressing concern is the gradual erosion of intergenerational knowledge transmission, especially when formal schooling displaces the role of elders. In some communities, this has led to a decline in traditional practices and a decline in language fluency.
Additionally, many textbooks and teaching materials fail to reflect the realities of contemporary Yanomami life accurately. Teachers themselves have voiced the need for more culturally relevant content, improved training, and interactive teaching methods that include audiovisual tools and participatory pedagogy. Intercultural education, to be truly effective, must be co-designed with Indigenous educators, elders, and youth. It must affirm traditional ways of knowing while offering new tools to navigate emerging challenges.
Role of the Yanomami Foundation
The Yanomami Foundation has worked closely with community leaders across Venezuela and Brazil to support intercultural training. Through these sustained partnerships, we have come to understand that education is not simply about literacy or workforce preparation. It is about cultural survival, ethical collaboration, and the right to determine one’s own future.
​
We support the Yanomami’s vision by partnering with local schools and organizations that centers both Indigenous knowledge and intercultural exchange. Through fundraising and co-organization, we help facilitate workshops and regional assemblies that address public health, language preservation, and environmental awareness. These gatherings are based on community-identified priorities, such as preventing the introduction of diseases, responding to the impacts of gold mining, and preserving sacred ecological knowledge.​
​
Our work is grounded in the principle of reciprocity. We do not impose educational models; we co-create them. Ethical engagement entails supporting the aspirations of Yanomami communities and fostering the self-determined development of institutions that reflect their values. Education, when truly collaborative, becomes a bridge between worlds and a foundation for long-term equity.
