This dissertation aims to investigate the teaching of literature and art at the Intercultural Indigenous Faculty (FAINDI), taking as a corpus the scientific-pedagogical materials prepared by the Intercultural Indigenous Faculty-FAINDI, as well as the students' literary-cultural production. The State University of Mato Grosso - UNEMAT, fulfilling one of its principles aimed at valuing Brazilian cultural diversity, in 2001, put into operation one of its most daring projects: offering specific and differentiated undergraduate courses for indigenous people. In order to invest in the qualification of teachers in indigenous schools, the institution began offering undergraduate courses, with three qualifications: Languages, Arts and Literature; Mathematical and Natural Sciences; and Social Sciences. The theoretical foundation is based on references from literary studies, theories of culture, memory and identities, in addition to contributions that debate the differences and decolonization of knowledge and pedagogical practices. At this first moment, we can point out as foundations: Bhabha (1998), Walter Benjamin (1985), Hall (2011), Laraia (2001), Campbell (2001), Schultz (1953), Abdala Junior (1998), Munduruku (2014), Corezomaé (2017), and other researchers who dedicated themselves to studies about/with Indians, as well as teaching basic education to indigenous peoples in Brazil.