The article identifies the initiation of the indigenous movement discourse in the public debate on education at the beginning of the 1990s. Direct and indirect sources will be examined, especially the Popular Education Project of the Congress of the Bolivian Workers Centre (Congreso de la Central Obrera Boliviana) of 1989 and the final report of the National Education Congress (Congreso Nacional de Educación) of 1992, arguing that in both spaces an interpretation of inter-culturality was displayed that was a continuity of previous debates.