Indigenous knowledge is generally recognised as an inferior social experience in spaces of knowledge production. The educational issue that results from this process imposes barriers to the integration of these epistemologies in the school environment. This study presents a systematic review about the integration of indigenous knowledge in primary schools in developing and/or emerging countries and the results of these interventions. Through a search carried out in the electronic database b-on, from the Faculty of Psychology and Education Sciences of the University of Porto in Portugal, 14 studies were selected. This review identified factors that influence the representation of the indigenous culture in the school environment, allowing the construction of a framework in which indigenous knowledge is often neglected in the formal education system with obstacles to its introduction into the school environment. It also revealed that the understanding of the local context is essential in proposing interventions to open a possible intercultural dialogue.