this article aims to think about the field of teaching indigenous history based on the research of teachers who were part of the first class of the Professional Master's Degree in History Teaching (ProfHistória). After a research and selection exercise carried out through the ProfHistória website and the eduCapes Portal, 9 dissertations were chosen which, having been carried out between 2014 and 2016, proposed to address, as a central theme, indigenous themes and the Law 11,645/2008. This measure made the teaching of indigenous peoples mandatory throughout the country and, consequently, constitutes an important legal instrument for the practice of teacher-researchers. Therefore, the theoretical aspects present in the dissertations are privileged, especially those that make it possible to establish connections between the different research and experiences of teachers. This analysis allows us to understand that, among all the research selected, there is a tendency on the part of teachers to seek a historical perspective that privileges indigenous protagonisms and narratives, in line with the most recent discussions in the teaching of indigenous history.