Indigenous School Physical Environment in Brasil: policies, actions and actors involved

Abstract

This article aims to problematize the indigenous school physical environment in Brasil focusing on different parameters that have guided the architectonic interventions and their repercussion in indigenous communities. Based on official documents we have situated the theme on legislation and normative documents, analysed architecture designs and media publications. The findings indicate that the school infrastructure remmains a challenge to the Education Ministry, and that it is necessary to expand and enhance the iniciatives concerning the improvement of those environments, along with the participation processes of indigenous groups in decision-making instances that enable the development of policies and subsequent actions.