Pedagogia Decolonial; Licenciatura Intercultural Indígena; Prolind (Programa de Apoio às Licenciaturas Interculturais Indígenas); Colonialidade; Decolonialidade; Racismo Institucional; Formação de Professores; Formação de Professores Indígenas.

The objective of the present work is to review the trajectory of the Prolind (Program of Support to Higher Education of Indigenous Teachers) in Brazil, to evaluate the program based on its potentialities in the construction of an Intercultural Indigenous School Education, enabling a Decolonial Turn in the colonialist educational processes that have existed throughout the history of Indigenous School Education in Brazil and in the training of indigenous teachers; Analyze the limits of the program from the perspective of the institutional racism existing in the Brazilian State regarding the proposals for indigenous peoples and the coloniality of knowledge present throughout history on non-Western epistemologies and pedagogies. The presentation of the trajectory and analyses are based on the nine years of experience of the author in Indigenous, rural, and differentiated school education based on the theoretical and methodological references of the Modernity, Coloniality, and Decoloniality group, composed of several authors of Latin American origin who have their productions from the perspective of the South and of the local historical process, such as Catherine Walsh, Mignolo, Quijano, Maldonado-Torres, among others. Other important references are Silvio Almeida, to discuss institutional racism, and Boaventura de Sousa Santos, in the perspective of carrying out reflections and a non-extractivist work methodology and from the Epistemologies of the South. In this work, several theses and dissertations on the theme of this research were analyzed so that we could, during the Covid-19 pandemic, bring the voices, the indigenous looks under Prolind. Finally, we intend to introduce the discussion about the construction of Indigenous Pedagogies from the Pedagogy of the Elder or the Pedagogy of the Ancestor and the production of Decolonial practices of education built from Other references, from Other Pedagogies.