Abstract
It is presented an argumentative theoretical and methodological discussion for the analysis of intercultural bilingual education programs (EIB) in Chile. It is proposed an approach that deepens into the implementation of national policies to local areas, highlighting the role assumed
 by the local government agent in its performance and in the construction of the state and, particularly in its relationship with the indigenous peoples. Based on the analysis of this
 program, it is deepened in the representations and social practices that are transmitted in respect to the indigenous otherness from the teachers’ speech.
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