This chapter presents a university course’s project-based curriculum for indigenous students in Brazil, which aims to work with academic literacies. The course’s sociohistorical context—the elaboration of permanency policies in the field of languages and literacies in higher education settings—is presented, along with its theoretical grounding: academic literacy studies. We explain how the project work is suited to putting course-design principles into practice through activities that consider students’ identities, their previous knowledge and their cultural background. We also explore the potential opportunity to establish relations between indigenous traditional knowledge and academic knowledge.