Cultural and linguistic identity is a fundamental component for indigenous communities, as it is the basis of their worldview, values and way of life. In this sense, Intercultural Bilingual Education (IBE) seeks to transform educational and social structures by promoting equity and overcoming linguistic discrimination, rooted in colonialism, which has limited indigenous peoples' access to resources and opportunities, exacerbating their exclusion. Many indigenous languages are at risk of disappearing, 42.5% of them being endangered (ETHNOLOGUE, 2022). The Universidad Nacional Mayor de San Marcos (UNMSM) implemented in 2010 the Master's Program in Intercultural Bilingual Education to train researchers and teachers capable of recognizing and valuing the contributions of native cultures in dialogue with academic knowledge, whose income profile implies competence in an Andean or Amazonian indigenous language. In this sense, some of the students are IBE teachers working in the Peruvian Amazon. Thus, this research aims to understand the development of continuing education within the scope of the master's program in Intercultural Bilingual Education (IBE) at UNMSM (2019 - 2024), considering the possible reconfiguration of the teaching and linguistic identities of its students who are EIB teachers from the Peruvian Amazon. The specific objectives are to examine the curriculum plan of the master's program reflects the principles of Peruvian IBE; to identify the linguistic and teaching identities of these students of the master's program, considering the diversity of their territories; to analyze the reconfiguration of their linguistic and teaching identities during the training process in the master's program; and to explore the challenges and perspectives from the experiences of teachers and IBE student teachers of this master's program for the improvement of the quality of IBE in Peru. This research is a case study and is located in the qualitative paradigm, whose population to be studied are teachers and students, teachers of IBE schools in the Peruvian Amazon, of the program. It is a bibliographic, documentary and empirical study, with the application of qualitative interviews, autobiographies and linguistic portraits as instruments of data production. The results are expected to inform on the teaching and linguistic identity of student teachers working in the Peruvian Amazon region, while contributing to the improvement of public policies and inclusive pedagogical practices respectful of the cultural diversity of indigenous peoples in Peru.