Written under the title "Indigenous History and Culture in the School Curriculum: Right to Voice and Truth", this paper, in general, aimed to investigate how and if the indigenous theme was addressed in the schools where stages I, II, III and IV, during the classes of Sciences and Biology from a simple interview to the school-field teachers. It was tried to discuss the possibilities and challenges to develop the indigenous theme in an up-to-date way for historical repair purposes in relation to the original peoples - mistakenly known from a Eurocentric point of view. Teachers' education was discussed, Law 11.645 / 08, interpretations of the law, and lastly, updated data on indigenous peoples were presented, their struggles and violence lived daily, however unknown mainly by a large part of the Brazilian population. Of qualitative character, the procedures used in the elaboration of the work were bibliographical research, analysis of documents, videos and virtual pages that presented the original peoples in a verisimilar, contemporary way, becoming a space of struggle, voice and strengthening so that the native counted his history according to his memory and truth, deconstructing paradigms left by the colonizer, becoming the author of his own image and history. The research is relevant mainly because it promotes the confrontation of two indigenous figures: the romanticized, the village, the protector, living in symbiosis with the militant indigenous x nature, who lives in the village, or city, who fights for respect to culture, and especially to existence, has been denied since the arrival of the invaders, romantically known as the discoverers of Brazil.
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