This article analyzes the use of comic books as a pedagogical resource in History teaching, based on an experiment carried out in the Pedagogical Residency Program with a class of 2nd year high school students. The
activity articulated a lecture on the critical reading of the comic book Xondaro, which addresses contemporary indigenous resistance, the struggle for land demarcation
and the deconstruction of the figure of the bandeirantes, represented as agents of colonial violence. Based on this practice, four axes are discussed: the concept of decolonial narrative; the representation of indigenous peoples as active historical subjects; the persistence of the image of the “passive Indian” in traditional historiography; and
the critique of the exaltation of the bandeirantes in the national imagination. It is argued that the use of visual narratives constructed from indigenous perspectives
contributes to challenging Eurocentric views and promoting critical and plural pedagogical practices.
