This article proposes the articulation of intercultural education and sustainability, linking the recognition of cultural diversity to socio-environmental concerns. This implies transcending formal education and classrooms; moving towards educational modalities that could impact people of different ages, and levels of scholastic achievement, with different needs and demands. We suggest that education is a key to transform structural conditions that have perpetuated inequality, and then to the self-empowerment of indigenous peoples, but that previous models, political basis and forms have not been pertinent, nor do they respond entirely to explicit demands of indigenous peoples. Intercultural education should go beyond simply adding cultural elements to the curriculum. Learning and sharing about ways to connect knowledges and know-how from cultural, social, economic and political distant sources, and ways to visualise and propose autochthonous relevant methods to transform their regions and make these visions of social justice real, are amongst the elements that we consider central to intercultural education. In order to demonstrate this, we analyse an experience of non-formal, collaborative, intercultural education with fisherwomen and youths, making up a learning community and emphasising a dialogue of knowledge for the conservation of their territory.