The diversity of indigenous conceptions to understand the human being, to elaborate knowledge and to educate, historically denied and invisible, require for social justice to be recognized as sources to enrich and build authentic educational systems. It is a qualitative-hermeneutical study, whose objective is to approach the ontological understanding of the meanings granted by indigenous-Aymara for the purposes of education and the myth of the school. Indigenous leaders residing in communities in the extreme South of Peru participated, and through in-depth interviews made it possible to record data in the Aymara language. According to the results obtained through content and linguistic-semantic analysis, for the Aymara there is no way to distinguish the subject-object relationship, they are all subjects as a collective experience of life in harmony; they perceive that education detracts from the ontological nucleus of being, subordinating themselves to other people's purposes, forcing them to assimilate into beings for another, reducing the teleology of education to school success-failure and the hope of future well-being-progress, which in addition to being contrary to the Aymara episteme, they are equivalent according to them to the idea of postponing life while remaining in school, the myth of school constituting the possibility of the same: perpetuating the condition of being-denied..