This article analyzes the cultural relevance of the Program of Intercultural Bilingual Education (PBIE) in the Region of La Araucania (southern Chile), emphasizing the perspective of teachers, traditional educators and Mapuche parents. The methodology is qualitative, with an ethnographic and participatory orientation. The results of this study show consensus among the actors involved, regarding the systematic obscuring of the logics of meaning that guide the actions of Mapuche people, as well as their agency, which, in turn, would explain their shared perception of the program's lack of cultural relevance and their feelings of not being sufficiently considered in the setting into motion of PBIE. We hope this work can serve as a contribution to the inclusion of interculturality in teacher training and innovation in the design of public policies for indigenous development in our country.