The following article has the purpose of contributing to the understanding of the relationships that arise between educational practices and Mapuche family and school knowledge at the beginning of schooling. It describes a research process developed during a year in rural schools in the Araucanía region, at the level of early childhood education, with Mapuche children from four to six years old, their families and educators. As part of the development context of the study, it was considered that the families belonged to Mapuche communities that maintain a transitional structure, that is, they have lost their traditional community composition, conforming to extended family groups. Methodologically, the research was structured as a case study of ethnographic scope, which incorporated interviews and participant observation. The results specify micro and macro social aspects that affect educational practices both in the Mapuche home and in the school. In the cases analyzed, it is observed that the relationship between both epistemic approaches at the beginning of schooling intensifies, establishing processes of maladjustment, assimilation, or cultural resistance. These processes depend on the type of link that the teacher establishes with the Mapuche epistemic base.