**2. Methodological approach**

During the course of the school in an indigenous community is problematized through the interstice and encounter between the educational agents of an indigenous community with the school device, in its social and historical development.

From this position, this study is carried out with a qualitative approach, which has as its main source natural situations, their spatio‐temporal and contextual references, of particular relevance for the approach of social relations and experiences of the subjects in certain envi‐ ronments, considering that "local, temporal and situational (…) limited narratives are now required from the expressions and activities of people in their local contexts" [13].

In this perspective, what is attempted is to give an account of how subjects "construct the world around them, what they do or what happens to them in terms that are meaningful and offer a full understanding of wealth" [14].

The study is made from critical hermeneutics, a position characterized as the valuation of meanings in light of historical conditions, in order to clarify the conditions under which the understanding of reality may have occurred, a situation that should lead to an emancipatory action/practice [15].

Such an interpretive approach tries to approximate the meaning and sense that the concrete subjects have in their condition of being schooled.
