The aim of this text is to argue about a crucial point of the proposal of the Referencial Curricular Nacional para as Escolas Indígenas (RCNEI): we should reflect on certain aspects of the practices of writing and reading under the perspective of the relation between literacy-power. Based on authors of the literacy studies and genre and text types, my aim is to investigate, on the dialogic plan of constitution of discourse, interpretations on the document regarding what is so called the dichotomy evolution / acculturation of the indian student. Thus I propose an interpretation that is relevant not only to the literacy practices of the "indian school", but also to explain part of the failure of our schools.
indian literacy; writing; power