The representation of Indigenous peoples in the Brazilian school curriculum has been legally ensured by milestones such as the 1988 Federal Constitution, Law No. 10.639/03, and especially Law No. 11.645/08, which made the teaching of Indigenous History and Culture mandatory at all levels of basic education. This article analyzes, within the context of the state of Goiás, how national guidelines — particularly the National Common Curricular Base (BNCC) — and state curricular directives guide the inclusion of Indigenous themes in educational discourse. Based on a qualitative approach grounded in the perspective of Cultural History and postcolonial studies, the research investigates the extent to which these educational policies have promoted a plural, critical, and decolonizing approach to Indigenous history. The analysis reveals normative progress, but also identifies gaps, silences, and challenges in implementing an education that values Brazil’s ethnic and cultural diversity as a formative element
