There are more similarities between Brazil and Canada than some people would believe. First Nations have established. Both in Brazil and Canada, the same opportunity to develop their own schools and manage most of them by the community and for the community. However, the government has a crucial role in this play of schooling processes in First Nations communities in Brazil and Canada. The idea of submitting all the children to the same structure of schooling based in western pedagogies and curriculum does not represent the holistic perspective of First Nations knowledge and pedagogy. The holistic perspective embraces the First Nations knowledge attached to land, language, spirituality, and many other aspects of life that do not fit inside a western schooling process. These foundational differences are substantial and as a result this dissertation argues that we need an alternative schooling process to congregate the two ways of seeing the world. This dissertation focuses on schooling processes inside First Nations schools in Brazil and Canada, which follow the same western-capitalistic-pedagogy. The school should be the centre of recognition of differences, and not a Government instrument of unification and universalization of the subject’s individualities. We do believe it is time to create and think an autonomous and independent first Nation Schooling Process.