In a context of historical and cultural tensions, teaching intercultural skills represents a complex challenge. This challenge is further compounded when addressing the trauma of colonial history in literature, which often generates mistrust and identity withdrawal, obstacles to dialogue and reconciliation. The central question of this research is: How can language classrooms effectively approach the trauma of colonial history through literature to foster intercultural understanding and empathy? We hypothesize that literary texts, by conveying diverse perspectives on colonial experiences, can serve as valuable tools for developing intercultural empathy and dialogue. The objective of this study is to provide a critical synthesis of key concepts in intercultural pedagogy and to explore specific pedagogical approaches for addressing colonial history in the language classroom. Our approach involves analyzing theoretical frameworks and pedagogical practices that aim to harness the potential of literary texts for intercultural learning, with a particular focus on the didactics of literature. By examining various reflections in this domain, this article seeks to shed light on effective strategies for teaching intercultural competencies and to highlight the role of literature in bridging cultural divides and healing the wounds of colonial history.