In recent years, various intercultural education programs have been implemented in Chile, revealing structural deficiencies that expose a utilitarian logic in the monocultural and neoliberal Chilean education system. These programs fall short of addressing the root causes of social and cultural asymmetry and inequality, rendering authentic intercultural dialogue unfeasible. It is from this perspective that the subject of Language and Culture of Ancestral Indigenous Peoples (LCPOA) has been developed, presented by the Ministry of Education (Mineduc) to address intercultural education in Chile. The aim of this research is to analyze the representations held by 1st to 6th-grade teachers in Valparaiso regarding the aforementioned subject. A qualitative study of multiple case studies was proposed, employing semi-structured interviews to achieve the following objectives: understand the difficulties and assessments that teachers identify in the implementation of LCPOA and, based on these findings, propose recommendations for improving the subject in accordance with their discourse.