The path to be taken by New Indigenous History seems to be long and endless. For a long time, or rather, for centuries, Indigenous people have had a marginalized place in History, if they had a place at all. The result of this historical construction seems to persist to nowadays in history education. When entering the final years of elementary school, students arrive with a constructed view of these people loaded with prejudices, stereotypes, and misinformation. Even after more than a decade since the promulgation of Law No. 11,645 in 2008, which makes the study of indigenous and Afro-Brazilian history and culture mandatory in public and private elementary and high schools throughout the country, the difficulty in breaking with a historiography and teaching based on Eurocentrism remains challenging. It was with the aim of overcoming such perspectives that this dissertation proposed the development of a dictionary of historical concepts related to Indigenous people history for History Teaching, with an emphasis on the 7th grade of elementary school that allows for a resizing of the role of Indigenous people in historical processes as protagonists of their own history, as well as contributing to an anti-racist History.