This essay has an epistemological character as it studies how knowledge is built by and in the ancestral knowledge of the Yaqui tribe of the state of Sonora. It is evidently a knowledge’s theory whose processes are different from our consolidate traditions. From it derives a concept of education and formative practices that, united to a peculiar pedagogical theoresis, poses us in front of a radical difference (Salmeri, 2013). We believe that this study could represent an useful observatory for exploring the relational dynamics that marks this particular form of marginality. We also think that this fi eld research could be read as some sort of experimental laboratory for analysing some instances of interculture. To this end, we collected evidences, studied myths, for reaching an holistic formative environment that searches his fulfi lment in a spiritually characterized knowledge. Briefl y: we propose a study of educational epistemology that also makes use of the ethnography’s instruments.