This research is based on the interest of the process of inclusion in the education of indigenous children and how the connection between Western education and the houses of knowledge happens. Although changes are difficult for all human beings, but for indigenous children when they go to continue their schooling in schools in urban areas it has become a traumatic and exclusive experience. They do not have coverage that makes them feel safe. For this reason, indigenous children give up going on to higher education, due to fears of rejection. Additionally, the teaching staff is not trained to attend to these children with special language characteristics at the communication level, since many of them are not indigenous teachers of language and protection. Currently, higher education in Colombia is regulated by Law 30 of 1992, and additional details to the special law in Law 115 of 1994, which establish that Higher Education must be a public cultural service, inherent to the social purpose of the State. It is inappropriate with the indigenous peoples, since they as their own population have as their flag inclusion in their way of life, tolerance and respect for the other, as fundamental bases for coexistence at the family level and in society; Although they live from an inclusive perspective, they receive the opposite, rejection, contempt, injustice, mockery and although they have the same rights as all Colombians, they live in total vulnerability to them. Therefore, this research describes the processes of social and educational interaction that are carried out with indigenous children, under a culture, a language, some forms of relationship and their own knowledge, which still keep alive the shelter as their education described as Own.