The aim of this manuscript is to describe the küpan and tuwün as funds of knowledge for the articulation of the family and school education in the contexts of the Mapuche communities. The applied methodology was qualitative research, taking into consideration the input from the indigenous research. The study context was five Mapuche communities from the La Araucania and Biobio regions (Chile) and the participants were ten kimche (wise men). The research instrument was the semistructured interview with a content analysis. The results indicate that the küpan refers to a parental group as the root of origin, socio-spiritual heritage, vital support, and structural axis of the Mapuche social organization. The tuwün refers to a person's territorial origin, upon which social, spiritual, and affective representations are built, which affect the people's interaction with their environment and the use of the territory. Thus, the küpan and tuwün are articulated funds of knowledge, which support the construction of their own sociocultural identity, the interpretation of the historical events that configure the current social reality and structure the processes of the Mapuche socio-territorial claim. Finally, its incorporation into schooling favors the contextualization and decolonization of intercultural education.