The objective of this study that investigated indigenous literature of oral tradition is to
understand the relationships between literature of oral tradition, memory, and indigenous
identity and how they are articulated in a didactic-pedagogical instrument and of valuing the
knowledge of indigenous peoples. For that, we verified, from the studied references, the
relations between literature of indigenous oral tradition and academic literature; we verify
possible connections between memory and identity in indigenous literature of oral tradition;
and we point out possibilities of using indigenous oral literature as a didactic-pedagogical tool
in the indigenous school. This is a bibliographic study that establishes approximations with
Post-colonialism and with Decolonial Thought as critical theories of reflection, and that used
scientific publications in journals, dissertations, and theses as a source for a review about the
knowledge already produced on the theme studied. The data show that some factors, such as
the Indian and Indian writings, directly influenced the constitution of indigenous literature in
Brazil. Memory and identity in indigenous literature of oral tradition are always transformed,
updated and enriched according to new knowledge and values added to the experiences of
indigenous peoples. We found that the literary and pedagogical richness of indigenous
narratives is fueled by difference and that it is a multimodal literary writing with its own
characteristics. However, teachers are still unaware of indigenous authors and their works
and/or judge by western canonical criteria, which can contribute to a prejudiced and stereotyped
pedagogical practice in the approach to indigenous literature at school.
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