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Ethno-education allows advancing towards interculturality, recognizing the diversity of cultures in Colombia; however, there is no evidence of a clear formative route as a social project that vindicates the knowledge of the communities and allows strengthening the processes of cultural identity necessary for the survival of the Indigenous Peoples. The objective of this work is to answer whether ethno education contributes to the promotion of sustainable development from the pedagogical act of the Indigenous Peoples. For this, a literature review was carried out from the most cited publications from the years 2017 to 2021 in the Scopus,Web of Science and Dimensions databases, selected by the English language, Spanish and the keywords indexed in the UNESCO Thesauri dictionary. In the analysis of scientific production, the scientometric tools RStudio-Cloud, Bibliometrix and the Tree of Science (ToS) method were used. The VOSviewer and Gephi software were also used to identify the research subareas and generate the knowledge network. The work allowed marking the evolution of the annual scientific production with 1,127 scientific documents, the thematic map with emerging topics related to pedagogy, teaching, culture, ancestral knowledge, and the knowledge network forged by the most important authors for this work. As a main conclusion, it was identified that the educational processes should arise from the heart of the ethnic communities, which seek to transmit ancestral practices, promote sustainability, educate the being without adapting it to developmentalist doctrines and educational models.
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