This research has as its theme the way in which Indigenous Literature is placed in the BNCC, seeking to reflect on how the appreciation of Indigenous Culture takes place in the reality of schools and what are its implications for the formation of children and young readers, more precisely when we talk about culture indigenous. Furthermore, this discussion take a look at general literature, children's literature, resistance literature and indigenous literature. In this perspective, the general objective is to analyze the influences of literature in the formation of subjects and in the valorization of their own culture. The specific objectives are to understand culture through the eyes of indigenous authors who resignify the role of the Indian in the face of publications from the time of colonization, to expose the plurality of literature available for the formation of readers in the most diverse realities of the country, to investigate how the BNCC portrays the literature from the perspective of indigenous culture and employ proposals that can be generated around the theme for elementary education. The theoretical framework of this research is composed of official documents such as the Federal Constitution, the BNCC, the PCN's and authors such as Gallo (2017), Marchelli (2017), Libâneo, Oliveira and Toschi (2012), Eagleton Terry (2003), Alfredo Bosi (2002), Hunt (2010), Vangri Kaingáng (2017), Dorrico (2018), Danner (2018), Correia (2018), and Danner (2018)
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