INDIGENOUS PEOPLES, ENVIRONMENTAL EDUCATION, AND LAND MANAGEMENT IN BRAZIL

Abstract

This study thematically analyzes scientific literature on indigenous peoples, environmental education, and territorial management in Brazil (2012-2025), identifying challenges and strategies for sustainable management in Indigenous Lands. A systematic review guided by PRISMA 2020 was conducted, with searches in six national and international databases. A total of 2,289 records were retrieved; after removing duplicates and screening, 38 studies comprised the corpus.  The bibliometric analysis revealed a concentration of publications starting in 2020, a higher incidence of studies in the North and Midwest regions, and a predominance of the Amazon, Atlantic Forest, and Cerrado biomes. The thematic analysis identified seven interrelated thematic axes: Indigenous epistemologies and traditional ecological knowledge; intercultural and decolonial environmental education; identity, memory and cultural resistance; territorial and environmental management practices; socio-environmental conflicts and territorial unfairness; Indigenous protagonism and autonomous territorial management; and climate change and climate justice. The findings indicate that indigenous territorial sustainability depends on the integration of traditional knowledge, environmental education and instruments such as Territorial and Environmental Management Plans, as well as the assurance of territorial rights in the face of pressures from agribusiness, infrastructure projects and violence. Still remains flaws in regards to solid waste and monitoring of policies and plans, highlighting priorities for research and public policy.