The article discusses the need to rethink the educational relationship in the indigenous context, which has historically been characterized by epistemological tensions between indigenous teachers and students, which limits responding to the challenges of interculturalism that represent today's society and the school. The discussions are framed in the process of analysis and interpretation supported by a coherent and systematized epistemic framework of theoretical foundations such as critical pedagogy, constructivism, and the intercultural educational approach. These theoretical foundations question the hegemonic logic attributed to the meaning of school and educational relationships that has historically established power relations, asymmetry and invisibility of the epistemic frameworks of subjects who belong to different societies and cultures that have been denied and minoritized in school education. In this way, we maintain that rethinking the educational relationship in the indigenous context from an intercultural approach would allow progress towards epistemological pluralism in school education contexts of social, cultural, and territorial diversity. We conclude with the urgency of an educational relationship in an indigenous context that allows the training of intercultural citizens as challenges of the 21st century characterized by the social and cultural diversity that represents global society.