The article analyzes features that present inclusion and interculturality in rural educational contexts with the Mapuche-Lafkenche population based on reports from teachers who work in schools located in the “Costa Araucanía” territory. The qualitative method with a descriptive-dense scope and is based on the hermeneutic paradigm. The design is an instrumental case study. Semi-structured interviews carried out with second cycle teachers in rural schools are analyzed. The information is reduced to Atlas Ti 8.0. It was coded in an open and axial way. The results allow us to infer that monocultural practices exist in acts of education with Mapuche children and children, without considering the sociocultural heritage in the mother tongue, which results in an assimilationist logic that reproduces acts of invisibilization and exclusion of Mapuche content, which finally translates into the recognition of sociocultural diversity in classes.