The reality of indigenous peoples is always a challenge for the social sciences, particularly in relation to education, given its long history of contradictions and its use as a tool for domination by the colonial system. This paper addresses this issue of Indigenous education from the perspective of cultural diversity as an irreducible mark of these people over more than 500 years of intense contact with neo-Brazilians and Euro-descendants. Supported by previous studies and experience of fi eldwork with indigenous peoples of the Brazilian Midwest, this work seeks to substantiate the refl ection with theoretical support and at the same time, cultural elements of indigenous peoples of this region, maintaining a focus on the process of appropriation and reframing, by indigenous peoples of the school.