This research presents a blended-learning education experience in the Brazilian Amazon interior, as part of the post-graduation program research in Education entitled: “Flipped-classroom: Inclusion for Emancipation in Socio-Educational Territories in Transamazon-Xingu ”, from Federal University of Pará - Altamira Campus, analyzing the potential innovation of projects developed with different subjects from different contexts, such as river community people, farmers, extractivists, indigenous and urban people, through multiple forms of learning made possible by different methodologies, such as the flippped-classroom, online education, distance education and alternative pedagogy. The inicial proposal holds the backdrop the democratization access as a way of formal education and the conviction of education as a way of changing people's lives. The methodology used for the data collection of the data analyzed in this article involved direct immersion in the investigated reality, with interviews and monitoring of the course for a period of 18 months. The results indicate possible changes in the students’ lives and consequently to their territories of origin when they have access to education. These results can be categorized both by the movement of students along their training path and by the 'products' presented as final course research, which demonstrate appropriation of the main axes of the theoretical-epistemological debate carried out, as well as their political implications. For the collectives of which they are part, which leads us to affirm that the experience provided new practices and new learning.
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