Este articulo nace de la investigacion Las practicas pedagogicas de docentes indigenas en el area del lenguaje en su relacion con el fortalecimiento cultural y comunitario del pueblo embera eyabida del Occidente de Antioquia , el cual apunto hacia las practicas didacticas para la ensenanza de los saberes culturales propios y modernos del pueblo embera, el uso y ensenanza de la lengua nativa y la lengua castellana y las metodologias implementadas para alcanzar tales aprendizajes en instituciones educativas de contexto indigena. La complejidad y posibilidad de la practica didactica en este contexto indigena radica en cohesionar los saberes kapunia u occidentales con los propositos de la “educacion propia”. Es asi como nos interesamos por conocer las practicas didacticas de aula a proposito de la ensenanza de la lengua nativa y del espanol, y observamos multiples limitantes heredados de enfoques pedagogicos y modalidades didacticas aprendidas tanto en la etapa en que los ahora maestros eran aprendices de la lengua castellana en la escuela tradicional rural como en su etapa de formacion como docentes normalistas y licenciados. This article was born out of the research of The pedagogical practices of the indigenous teachers in the field of language related to the cultural and communal strengthening of the Embera Eyabida people in the Eastern Antioquia which pointed to the didactical practices given to the teaching of the cultural own and modern fundamentals of the Embera people, the use and teaching of the native tongue and the Spanish language and the methodologies implemented to achieve such education in educational institutions of indigenous context. The complexity and possibility of the didactical practice in this native context is to consolidate the Kapunia or western knowledge with the purposes of the “own education”. And so we were interested in knowing the classrooms’ didactical practices tending to teach the native language and Spanish as well, and we found out endless limitings inherited from pedagogical approaches and didactical modes learnt both when the teachers of today were apprentices of the Spanish language in the traditional rural school and when they were in the learning stage as training teachers and graduates.