This study analyzes how the work Eu Sou Macuxi e Outras Histórias (I Am Macuxi and Other Stories), by Julie Dorrico, contributes to the teaching of Indigenous literature from an intercultural, decolonial, and anti-racist perspective. Based on Law No. 11.645/2008 and the Brazilian Common National Curriculum Base (BNCC), the research reflects on literature as a fundamental human right, according to Antonio Candido, and as an experience of humanization and expansion of life, in the conceptions of Compagnon and Todorov. This qualitative and bibliographical study seeks to understand how Dorrico’s narratives, grounded in the orality, ancestry, and cultural resistance of the Macuxi people, can strengthen the formative and critical processes of readers. The analysis shows that the author reconfigures the Indigenous imaginary and reaffirms the voice and standpoint of Indigenous peoples, integrating tradition and contemporaneity. It is expected that contact with this literature enables the development of pedagogical practices that are sensitive to diversity and committed to social justice, fostering the formation of critical, empathetic readers who are aware of the power of the word as an instrument of transformation and recognition of the other in favor of an anti-racist education.