This paper is the outcome of an interdisciplinary research group confronted by the following problem: In what aspects has indigenous school education overcome the irresponsible character of schooling? That has been carrying out whereby extensive ethnographic-based fieldwork for the last ten years in the region of Upper Rio Negro, where the Cabari community, populated mostly by Baniwa as well as Koripako ethnic groups, is located. It focused on the observation that there is a convergence between the knowledge spread in the local school and the future aspirations of local development in the Cabari community. This project intends to add a contribution to the research problem, focusing on the knowledge shared within the Cabari basic schools and its identification as a practice of educational innovation, which has some intersections with social innovation, such as in the cases of value chain projects, closely related to design of educational resources. In order to achieve a more comprehensive understanding of what occurs in indigenous school education, this paper will show how some topics discussed in the Baniwa organizations, such as local and sustainable development, as well as social responsibility, are interconnected and are also the subjects intended to be taught in the schools.