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The purpose of this research is to describe the incidence and impact of the Educational Model that is applied in the Rural Training Centers in Alternation (CRFA). We try to answer how young people and adolescents of the Shawi-Perú Amazonian indigenous community value the functionality of learning at work. The information is collected through three categories; the first, making known the integration, transformation, and functionality of the knowledge acquired by the students; the second, the repercussion and concretion of the new knowledge in the Shawi families and the third, the contribution of the CRFA to the development and improvement of the quality of life of the Shawi community. The methodology is quantitative; the population is made up of students, former students, pedagogical staff, and collaborators. The applied instrument consisted of 41 indicators, whose Cronbach's Alpha parameter yielded a reliability of 0.957; likewise, the Kolmogorov-Smirnov test was applied, identifying that the sample does not follow a normal distribution; therefore, to analyze the information obtained from the four educational agents, the non-parametric Kruskal-Wallis and Mann-Whitney U tests were applied. The results indicate that learning contributes to improving the quality of life of families and the sustainable development of the Shawi community. [ABSTRACT FROM AUTHOR]