In an effort to foster a sense of belonging among its inhabitants, to value ancestral cultures, and to preserve identity, the Latin American region embraces an architecture rich in nuances and regional characteristics. The use of local materials and construction techniques, or the dialogue between modular and vernacular approaches, among other aspects, reflect the intention to promote the involvement of native communities, students and their families, Iindigenous peoples, and local builders in the design and construction processes of a wide variety of rural schools throughout Latin America.
According to the World Bank report, "Indigenous Latin America in the Twenty-First Century", it is estimated that around 42 million people belonging to indigenous communities live in Latin America. Mexico, Guatemala, Peru, and Bolivia are among the countries with the largest Indigenous populations, together accounting for over 80% of the regional total. From an architectural perspective, maintaining a dialogue that understands and respects the cultural and spiritual particularities of Indigenous peoples enables projects that preserve their identity and reflect their cultural heritage. La Piedra School by Correa 3 Arquitectos in Chile, for example, is designed for the Mapuche community of Galvarino, incorporating elements such as the circle, the cardinal points, and orthogonality, along with the integration of the sun, moon, and earth, and a space dedicated to ceremonies with the sacred Canelo tree. Beyond fulfilling educational needs, the aim is to promote equality and a connection with nature and spirituality, reflected in the circular arrangement of the classrooms and the admission of the first ray of sunlight. In this way, the fundamental elements of their worldview are embedded in the project's conception.
