Abstract

e acknowledgement of indigenous people within the politics of intercultural education continues to be rooted in a functionaland assimilationist approach, in which intercultural education is developed without touching the structures of power-knowledge,generating a hegemony of school learning. In this context, an ethnographic research is carried out, which was carried out in aschool located in the commune of Alto Biobío, in Chile. Individual and group interviews, participant observation, audio and imagerecords were used, with the aim to understand the experience of a traditional educator in an educational establishment, within theframework of the Intercultural Bilingual Education Program. e educator's accounts were analyzed from the phenomenologicalperspective of inhabiting, identifying those categories that show how she promotes the recognition and self-creation of her own,that is, of the Pehuenche. Among the findings, it is established that the main processes that the educator mobilizes to inhabit theschool are translation-articulation. However, these processes are not exempt from the epistemological challenges originating fromthe school structure. It is concluded that intercultural education depends on the pedagogical practice of going to the community's own places, trying to rescue the meaning that the community has given to the various experiences. Among the recommendations, itis suggested to consider in the pedagogical reflections the translation and articulation processes that make up the practices proposedby the traditional educator, in addition to making these processes explicit and problematizing, since they are not only importantin intercultural education initiatives, but in all practices pedagogical that tries to be appropriate and culturally sustainable.