In this article, we start from critical interculturality and decolonial pedagogy and reflect on cinema and the teaching and learning of school history with a focus on the indigenous issue. We consider the context of the last 20 years, a period in which Latin America became fertile ground for affirmative action and memory policies, which generated a strong reaction, culminating in the emergence of historical denialisms and the expansion of intersectional violence in schools and universities. To this end, we return to the work of Catherine Walsh, proposing a dialogue with intellectuals who discuss interculturality and decoloniality in education regulations in Brazil, and we present the films Teko Haxy – Ser imperfeita (2018), Yõg ãtak: Meu Pai, Kaiowá (2024) and La teta asustada (Peru, Spain, 2009). We believe that these works offer great intercultural pedagogical potential and deal with the right to self-representation that the audiovisual productions of indigenous peoples express.
