Abstract : This dissertation outlines a broad reflection on the phenomenon (increasing) Indigenous Presence in Higher Education (PIES) in Brazil, a process that has taken shape and strength throughout the country, especially in the last fifteen years. Although the main empirical sources for observations of the dynamics of this phenomenon - PIES - occur in the contexts of the Federal University of Rio Grande do Sul (UFRGS) and Federal University of Santa Catarina (UFSC), in this work I will not present a proposal for specific evaluation of the developed programs by these particular institutions, nor a study that details the specificities of the experiences of each group or ethnicities involved in these contexts. The phenomenon is thought from a perspective that involves the multiplicity of "human actors", such as: teachers, students, researchers, administrative technicians, indigenous and "white" students, as well as indigenous leaders and / or intellectuals of various ethnicities; and also "non-human actors": legislations, universities, courses, nuclei, publications, research, reports, meetings, agencies, etc. Drawing on ideas that combine the thoughts on the "indigenization of modernity" (SAHLINS) and the theoretical-methodological perspectives of the Symmetric Anthropology (LATOUR), the narratives of this research present alternatives to reflections on relations between indigenous people of different ethnicities and "whites" in environments (and networks) of the Brazilian "academic world", strained as a result of the PIES phenomenon. Faced with these looks, the Feet are then perceived as part of a set of forces that are de-territorializing physical, social, symbolic, cognitive, existential, bodily spaces linked to the "social" movements in which different ethnic groups, people and collective, have come to take on the self-categorization of "Indians" and establish new networks of "sociopolitical alliances" and kinship (and / or treats as "relatives"). The occupation of the environment (networks) connected to the "academic world" by the "Indians" presents itself as a counterforce to the "infernal alternatives" (PIGNARRE and STENGERS, 2005) imposed by the (encompassing) "Indian" as strategic alliances and political claims, must find alternatives for the (re) construction of a world beyond the infernal dualism between "assimilationist integration" and "isolationist conservation"; These limits present themselves as side-effects (socio-political-existential) of the categories "Indians" as political strategies. In this way, the PIES and / or the "indigenization of modernity" is strained by ideas represented by phrases such as "one must live in both cultures without ceasing to be an Indian". In light of this perception, the material for the development of such reflections is composed of an articulated ethnography between innumerable situations and events, such as: observations, conversations and interviews lived and contextualized, mainly in the UFRGS and UFSC and complemented by more general discussions of a Mapping-State-of-Art of the academic problematizations (articles, theses, dissertations) produced in recent years on the subject. It is also included as an empirical source of these reflections: visits to other universities and to some villages; experiences as a trainee at CEPI / RS; some unusual moments and, above all, the experience of participating in the first three National Meetings of Indigenous Students (ENEI).