The purpose of this article is to investigate how the initial training of teachers of Pedagogy from universities and in-person faculties in the bran towns located in the dry or river border region is provided. The study is based on a literature analysis research with qualitative assumptions which has sought to answer the questions: how is the initial training of teachers of Pedagogia in border regions, mainly in branded cities, to work with multiculturalism in Brazilian schools that have students from another country and communicate in another language? Is the teacher training process in these regions geared towards critical intercultural education? In addition to focusing on the border and initial training, research also argues on multicultural issues and their facets. Literature analysis has shown that there are few scientific productions which study the subject of initial training for teachers of Pedagogia at the border and that there is a need for further discussion on the subject being sought. However, they pointed out that initial teacher training in these regions is mostly not geared to intercultural education, however they bring about discussions about the topic.