We present a reflection on new ways of approaching Intercultural, emancipatory and dialogic Education (Díaz, 2022a; Díaz, 2022b) of indigenous peoples in Uruguay (Picerno, 2008). Dialogic/dialogizing education (Freire, 2017) emerges from empirical research on dialogical leadership in Chile (Díaz, 2020; Díaz 2022). On this occasion, we focus on the educational trajectories (Álvarez, 2016; Ossola, 2010), of native peoples of Uruguay, in a historical context in which more than 25 civil organizations demand the ratification of ILO Convention 169, as well as than other Latin American countries. Our reflection aims to analyze from a critical perspective the possible ways of systematizing experiences, testimonies and ideas of social actors who define themselves as Indigenous and Afro-indigenous from an intersectional perspective (Crenshaw, 2017; Parra, 2021; Vázquez, 2020; Winker and Degele, 2011). Based on their leadership and educational trajectories, invisibility, adult centrism (Duarte, 2016), epistemicide (Correa, M. and Saldarriaga, 2014) and racism are themes that emerge in the living testimonies of indigenous and Afro-indigenous people. The story tells of a long family history over the years. "Uruguay: country without Indians" is a silent slogan that we learned at school after the battle of Salsipuedes on April 11, 1831, in the largest Genocide in our history (Picerno, 2008). The intersectional perspective tries to analyze the consequences experienced by families who are victims of three centuries of invisibility, indifference, racism, ethnoracism and epistemicide in a country that has a 5% indigenous population declared in the CENSUS (2011) and whose predominant discourse is the non-existence of this population.