The present article tries to verify the cultural-political-pedagogical role of the indigenous teachers movement from Amazon, Roraima and Acre in the construction of an indigenous school policy. The work itself is about the conception of "indigenous school" as a new form of education institution, defining it for the service of each indigenous people as an instrument of affirmation and cultural re-elaboration. A school that can contribute to the conquest of a political place - in the field of education - by indigenous people, in the Brazilian State, searching for new intercultural relations, in the mark of the Brazilian recognition as a country of cultural plurality, even though the overcoming of an integrating perspective, counterparting, this way, to the reality idea of "schools for indigenous people". Yet the limits have been analyzed and the possibilities of the indigenous schools, as a political-cultural resource of affirmation of the identities in the confrontation with current reality, or in its confrontation referring to the inter-ethnic contact.