Résumé
Mathematics, as a cultural and historical product, has its origin in specific social needs, whose activities and practice are closely related to the context. In the school environment, there are barriers created by western mathematics and its traditional form of school teaching that cause learning problems for students belonging to native peoples. Therefore, we present a methodological and didactic alternative that arises from the natural ways of being and knowing of the Mapuche indigenous people and their inclusion in the classroom. From the observations of this experience, we address the challenges and future projections of intercultural mathematics education for all. In which we define a necessary transition from an integrationist paradigm to one of full inclusion requires participation, recognition and redistribution as a basic triad for the development of inclusive educational policies, promoting research in and with socio-cultural groups, including an active vision of mathematics.