The educational agenda of indigenous groups is in tension with the expansion of schooling. The authors follow an ethnographic approach to analyse an educational programme that seeks to preserve indigenous knowledges in a megacity. The initiative promotes daily activities with the communities' native educational counsellor called "apoyo pedagógico" and the supervision of the "sabedor" (wiseman). The programme seems to: (1) apply the concept of interculturality insofar as both mestizos and indigenous children learn to recognise each other´s cultural heritage blurred by colonialism; (2) solve the central problem of the lack of bilingual teachers; and (3) prevent potential weaknesses in basic skills often present in ethno-education teacher training programmes in rural areas. Native languages are preserved but the joint design of a curriculum in language, numeracy, arts, nutrition, ethics and political engagement needs to be strengthened. They conclude, reflecting on the institutional stability needed by programmes aiming to protect indigenous cultures threatening to disappear.