The article analyses the Mapuche language and culture teaching practices of a rural school in the Chilean Araucanía region run by Mapuche teachers, aimed at reinforcing the language, culture and identity of children. Based on a comparative study of two school ethnographies, the article shows and discusses the ways children learn to be Mapuche by participating of social and communitarian practices reproduced in school. While teaching of traditional core subjects is conducted in standard ways, Mapuche language and culture are taught through the recreation of modes of living, producing and reproducing indigenous traditional knowledge that normally occur in family and community. The maintenance of this 'bicultural pedagogy' is grounded on an epistemological claim on the indivisibility of contents from its forms of transmission.