This project was developed for the final graduation work in architecture.
The area chosen for the proposal was the Tekoa Pyaú indigenous village, of the Mbyá Guarani indigenous group. This community was chosen for the development of the proposal because it lacks basic infrastructure, especially spaces for collective use. The community's main source of income is the sale of its handicrafts, but they largely depend on aid from the government or NGOs. Today, the existing infrastructure is just the homes of residents, who do not have a bathroom and two collective bathrooms for the entire community.
Thus, prosta's intentions are:

• Create fluid spaces with flexible uses;
• Using natural, local materials present in the community's culture, such as clay, bamboo and straw;
• Propose a sensory architecture through differences in materiality, textures, colors and temperatures;
• Prioritize constructive processes in which the community can be directly involved, promoting the active participation of people;
• Provide a connection between nature and buildings
• Use sustainable solutions, through permaculture strategies, as a way to make buildings as self-sustainable as possible, reducing waste disposal, water and energy costs.

The design proposal illustrates the traditional indigenous house built with natural materials and techniques. The gabled, straw roof and clay walls, with all their cracks, recall the passage of time and the legacy of ancestral knowledge.

The project includes a support infrastructure for the village in order to bring dignity and quality of life to its residents and encourage the strengthening of their culture through traditional construction techniques, always seeking constructive autonomy, so that they do not depend on third parties for the construction.

• The community center for activities of common use, aims at greater comfort for residents to exercise their way of life and their cultural practices.
• The craft sector is a workspace where all village residents can produce their handcrafts with ergonomics and good working conditions, to later sell them in the city.
• The health sector enables access to health through a space with adequate sanitary conditions, where residents are assisted by professionals who provide medical care.
• The refectory is used by both the school and the community, for collective events, and is connected to the garden where they produce their food and to the compost bin, where organic matter is discarded.
• The school has places of learning, with classrooms, library and computers and its main objective is to provide a quality education so that children can continue their studies in a dignified manner and, later, enter good universities and enter the labor market.
• All project environments can also be used to hold workshops with tourists in the region, encouraging the population to recognize and value the Guarani culture through the techniques and knowledge passed on by them and helping the community to generate incom.

An amphitheater was also proposed for cultural presentation and a sports field.

The team met through the final graduation work carried out by one of the members.
The team is composed of:

• Anildo, who is chief and leader of the Tekoa Pyaú community and has always been open and receptive to the development of the project, helping with his ancestral knowledge.
• Amanda, is a student of architecture and urbanism, proposed the project for her final work at the university, is very interested in bioconstruction, vernacular techniques and social architecture.
• Fabiana, supervised this graduation work, is an architect and urbanist, PhD in urban and regional planning and university teacher.
• Valter, co-supervised this graduation work, is a civil engineer, MSc in scientific and technological teaching and university teacher.

The proposal was developed jointly between the student, the teachers and the community through conversation circles where each one could expose what they expected from this infrastructure.
A practical activity was also developed with the children, to better understand how they see the spaces within their village, where they drew their "ideal school".