This article deals with the training of indigenous teachers in the state of Mato Grosso do Sul. To approach the topic, analysis that bring to reflection questions like the issue of rights, the identity of indigenous communities and the changes that are taking place in the community from the relationship with an education formulated by non-Indians were prioritized. Thus, we sought to sew the article with support in different fields of knowledge, such as history, sociology, anthropology and education, in a decolonial perspective, which break with the modern-Western narratives imposed by colonization. The objective of this production was to seek an understanding of the constructions of training courses for indigenous teachers in the referred state using documentary and bibliographic analysis as a methodology. Literature was reviewed, using similar studies published in the main scientific databases, such as Scielo, Pubmed and Lilacs. In view of what was said, the importance of personal, social and legal recognition of indigenous peoples is perceived, in an equal, isonomic manner and with the correct distribution among peoples, giving rise to training courses for indigenous teachers in that state