There were many reasons that convinced me to elaborate an education intervention proposal for intercultural contexts, but most of all one made me think in the child indigenous authorship. ¿How would the child’s conduct and reactions be if they were the authors of their realities? ¿What effects would it provoke to have the word and voice to talk of the territory that saw them born? ¿In what form would they do it? With what dedication and discipline? ¿How would the nahuas children from the center of México react (cognitively and humanely) when they enter in contact with other children of similar surroundings, but also vis a vis the children from the city? ¿From our western  view what would they say of us that cannot see their world? The opening up of a mosaic of exchanges was important because it would simulate the diverse and complex Mexican context. We took social and educational themes in a real and dynamic exchange. Its results opened up a window to those of us that work in the intercultural education.

Intercultural education, methodologies colaborativas, infantile indigenous authorship, interlearning, social representations.