The essay discusses the interrelation between language-culture-cognition in bilingual intercultural education in indigenous territories. We maintain that bilingualism would favor the school and educational success of indigenous students, who historically account for weak school success in relation to non-indigenous students in the context of cultural hegemony. Thus, the reinforcement of the sociocultural identity affects the capacities of treatment and use of information for the student's cognitive development, allowing links between the cosmogony of their cultural referents and the development of abilities to analyze, synthesize and create objects of helpful knowledge for school success.