Incorporating the traditional educator (wise Mapuche) to the Chilean school education system is based on Bilingual Intercultural Education to teach indigenous language and culture. The article describes the factors that influence the concretization of IBE into the classroom, according to the voices of traditional Mapuche educators. The research methodology is qualitative with a descriptive approach. We apply semi-directed interviews to the participants, and we analyze the information collected using grounded theory. The results show traditional-educator perceive discrimination and invisibility practices during the concretization of the IBE. This scenario increases racism and discrimination towards indigenous people in school education. We concluded actors of the educational system and social environment resist including traditional-educators and do not accept IBE implementation. We think these problems could be reversed by articulating indigenous pedagogical and educational principles within the school system. In this way, it is possible to strengthen the socio-cultural student’s identity and increase citizens’ commitment to an intercultural society