Abstract This paper examines translanguaging interactions in the multilingual area of the Vaupés, northwest Amazonia. After providing a brief overview of the Vaupés’ multilingual landscape-highlighting its social and linguistic diversity, as well as its distinct identities- we present evidence of multilingual interactions collected during fieldwork using ethnographic and linguistic documentation methods. This data is further illustrated through comments on grammatical aspects and unique linguistic features of certain local languages, showcasing how these languages differ from Spanish, the vehicular language used in the formal education of indigenous populations. Our discussion is framed within the context of epistemic injustice and education, emphasizing the importance of incorporating indigenous epistemologies and ecouraging the pedagogical use of translanguaging practices in educational settings. We argue that the traditional model of ‘castellanización’ (or ‘ Spanish-ization ’) offered by the Colombian State to school programs in the Vaupés, invisibilizes (if not, negates) the cultural, social and spiritual particularities of indigenous individuals and societies in the area. Furthermore, this educational Spanish-ization model fails to acknowledge the structural linguistic complexities and the linguistic interactions (translanguaging) embedded in everyday life, resulting in social and cognitive disadvantages in the student population.