<p>In an Indigenous bilingual and multigrade primary school located in the Central Valleys of Oaxaca (Mexico), Zapotec children participate in learning experiences that emerge from a living, resilient, and deeply relational Indigenous worldview. This article explores two insurgent curricular experiences rooted in territory and community: the “class walks”, in which students, teachers, and families walk through the countryside to learn from the land, plants, animals, and ancestral knowledge; and the creation of a local Zapotec alphabet, developed by a teacher as a tool for linguistic revitalization. Through a critical ethnographic lens, these practices are analyzed as expressions of a situated curriculum that challenges the homogeneity of national education policies and reconfigures prevailing notions of learning, assessment, and valid knowledge in Indigenous childhoods. By centering relationality with nature, the sustainability of Indigenous languages, and intergenerational reciprocity, the article argues that these pedagogies embody an alternative education in which the care of relationships and collective memory become political acts of resistance and regeneration. These curricular gestures, far from being marginal, are seeds of possible futures for an education that honors the cultures, languages, and territories that collectively sustain life.</p>