This article problematizes about the principles of indigenous pedagogy and education to facilitate the implementation of intercultural bilingual education, acting as a pivotal link between conventional school knowledge and Mapuche knowledge in the case of La Araucania, Chile. The methodology employs a theoretical review of normative, scientific, and popular scientific literature at both national and international levels. The information analysis technique utilized is content analysis, which serves to unveil abstract content cores, both explicit and implicit, with the aim of comprehending the practices that either hinder or enable the integration of indigenous pedagogy and education principles within school education. The main findings reveal that in colonized territories, there exists a foundation of indigenous wisdom and knowledge that could enable the permeation of indigenous pedagogy and education into the school system, providing an intercultural education that promotes the revitalization of the socio-cultural identity of both indigenous and non-indigenous children, thereby highlighting the presence of epistemological pluralism in indigenous territories. We conclude that it is imperative to incorporate the principles of indigenous pedagogy and education into the school system.