Architecture Intervention for a Guarani school: project process and appropriation of education environments at Tekoa Itaty, SC

Abstract:

This article brings reflection upon architectural interventions performed in indigenous communities and the subsequent alterations that may occur in the settlements’ socio-spatial organization. We analyzed the architectural intervention performed for the Itaty School (Palhoça, SC) and the space transformations initiated on the occupation of the territory, also identifying how the Guarani’s own ways of education reveal the appropriation by the community and the spreading of school education to other places of learning. As methodological procedures, we used strategies of the ethnographic method, making observations, interlocutions, focus groups, photographic record, documentary survey, among others, and supporting the analyzes in multidisciplinary theoretical references.

Keywords:
architecture and urbanism; indigenous school education; school environments; places of learning; Guarani