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 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.