The investigation under review seeks to capitalise on and analyse the identification, organisational and recognition emergency processes in an Andean area near Salta. In particular, it is about restoring feelings and demands between some teachers and a group of leaders, some former pupils or parents of schoolchildren. It is a question of understanding a disruptive moment/place in an Andean community and its school, referring to its history, and to the symbolic and practical effects of politics and regulatory changes, in one case (in the municipality of Campo Quijano). In this regard, political and economic interests are considered to be moving from the founding mandates – homogeneous national identity, oligarchy terrate-niente, European civilistic model. The research problem revolves around school in relation to ethnic and cultural iden-notifications; one hypothesis could indicate that, due to its role and organisation, the school remains outside the emergence of ethnic identities, carrying a national identity, that of the modern state. In approximating the progress of this investigation, the aim is to complicate the analysis and understanding of the alterity/identity processes considering a 21st century, apparently open, to enforce the legal rights of the original peoples, albeit with considerable contradictions and delays.