In Brazil, indigenous education has not historically prioritised the preservation of indigenous culture. From the 1990s onwards, however, the presence of indigenous teachers in the Amazon region led to a definition of indigenous education policies that value the culture of the people. The formation of indigenous teachers in Brazilian universities involves non-indigenous professionals, and to this end, appropriate methodologies (ethno-methodologies) should be developed. Action-research as a methodological approach allows flexibilization of educational content and was applied to indigenous teacher training courses at Indigenous Teachers Training Course-CFDI, in the Federal University of Acre-UFAC, in the state of Acre, Brazil. This methodological approach addressed the concept of soil, building on the daily village life of each student. As such, previous knowledge, both individually and collectively held, assisted the acquisition of new knowledge. In classes, the indigenous students indicated that the soil serves two basic functions in their daily lives, depending on its mineralogical characteristics: agriculture (sandy soils) or ceramics and construction (clay soils).The approach in intercultural education situations from action research, allows teachers not expert ethno methodologies develop content from the experience of the students.