The topic of indigenous school education has received renewed anthropological interest over the past twenty-five years, in line with changes in legislation resulting from the 1998 Constitution and the indigenous movement demanding schooling and access to higher education and postgraduate studies. Recent ethnographies of indigenous schools have revealed the articulation of everyday school life with several other spheres of social life (shamanism, corporality, notion of person, gender, social and political organization, among others). Despite the difficulties in managing indigenous schools in Brazil, several experiences have managed to transform their daily lives in such a way as to make room for non-hegemonic sources of knowledge, non-human teachers and alternative processes of teaching and learning. I suggest that the grounds of these schools are privileged spaces for the emergence of a more equitable inter-epistemic dialogue, since they are anchored in the daily life of the villages, with their own dynamics and temporalities.