In this manuscript, we present the results of a research project focused on generating an autonomous curricular proposal for the schools of the township of San Juan de la Costa, williche territory (southern Chile). The reflections conceived in this document refer to key processes for rethinking of local foundations and for the creation of a new educational discourse. Four local principles were conceptualized based on participatory methodologies, considering the singularities of the territory, such as: a) to recognize and to repair as a base for autonomy; b) collective conscience to deal with fragmentation; c) to challenge official interculturality: changes in procedures and curricular emancipation; d) to abdicate power discourse. Indeed, current principles would create the starting point to elaborate local bases of a williche education; in this sense, we expect a beginning of changes relating to claims and rights for the recognition of indigenous peoples.