In this article, I aim to demonstrate the relationships between the educational policies of the Brazilian and French Guyana governments and the sociopolitical structure of the Wayapi in respect to these educational practices. My main objective is to go beyond the normal concept that the school is an external interference that catalyzes processes of "Indigenous acculturation," to make clear that the Wayapi sociopolitical forms of interaction that govern their relationships with alterity also govern their relationships with the state and its representatives. This article is based on my ethnographic study of the school experiences among the Wayapi living in villages in both countries.