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This monograph consists of reflecting on the processes of state interventions about indigenous school education. In order to understand how Indigenous School Education became a banner of struggle for indigenous communities, passing the responsibility for various State agencies and / or NGOs until building an autonomy of indigenous populations. Therefore, through a bibliographic analysis, I sought to define Indigenous School Education. Starting from the historical trajectory of the agents who proposed education projects for indigenous populations, going through a reflection on the processes that build Indigenous School Education as a field of knowledge and interest, through the recovery of themes and issues in local experiences and proposed projects and finally, an analysis of how the set of actions and the struggle of the agents involved makes Indigenous School Education a public policy.