Adult education for indigenous peoples in Brazil was examined. First, information on government institutions, indigenous organizations, international agencies, and nongovernmental organizations engaged in adult education for Brazil's indigenous peoples was compiled. Next, questionnaires and survey techniques were used to research the policy and practice of adult education for Brazil's indigenous peoples. Special attention was paid to the following topics: (1) national legislation on education for indigenous people; (2) institutions involved in adult education for indigenous peoples; (3) national and indigenous programs for adult education; and (4) current projects in adult education (bilingualism and interculturality, language issues, and gender issues). The study revealed a huge gap between the indigenous educational rights in Brazil's legislation and the educational rights actually enjoyed by Brazil's indigenous people. Not all Brazilian indigenous people want schooling in their own languages. The following priorities in the area of improving the adult education opportunities available to Brazil's indigenous peoples have been identified: (1) policies reinforcing specific training and making anthropological knowledge widely known among governmental agencies' staff responsible for monitoring and sanctioning indigenous school programs; (2) guarantees of indigenous parity and efficient representation in organizations in charge of defining and implementing education projects; and (3) adequate funding for indigenous education. (MN)