This manuscript identifies categories of Mapuche educational content incorporated into the development of intercultural education in a decolonial perspective. The methodology combined ethnographical and indigenous approaches within a school setting. The study context was situated in La Araucan & iacute;a and involved work with a school located in Mapuche communities in the municipality of Temuco. The research instruments used were ethnographic registry (n = 40) and semi-structured interviews (n = 10). The information was analysed through grounded theory. The results identify wisdom and knowledge in Mapuche family education that are incorporated as educational content in intercultural school education. This has contributed to the revitalization of knowledge and lifestyles and the incorporation of Mapuche educational agents, which together build a foundation that breaks down the hegemony of school knowledge. The study concludes that the decolonization of intercultural education urgently requires the incorporation of specifically Mapuche educational content, since this contributes to a restructuring of the logic and functioning of the school on Mapuche territory.