The reflections in this work arise within the framework of a pedagogical experience in the subjects of History and Language and Culture of Indigenous Peoples at a rural school in southern Chiloé Island (Quellón), a territory characterized by maintaining a series of ancient indigenous practices. In this sense, this work falls within the methodological proposal of Action Research, as it is a self-reflection on a specific social practice within the context of a historical phenomenon in a particular time and physical space. It proposes to carry out a critical and intercultural contextualized analysis of the educational context in question, with special consideration given to the analysis of the curriculum, which is conceived as a social construct resulting from power relations among individuals and society throughout history. From this perspective of the curriculum (as a social and histori...