This article employs an intercultural and decolonial framework to examine the cultural representations of the Wayúu people concerning learning and cognitive exceptionality. A qualitative documentary review of sources published between 2015 and 2025 in academic databases such as Scopus, Web of Science, Scielo, and Redalyc was conducted to identify the main theoretical contributions on ancestral knowledge, indigenous education, and the contemporary paradigm of neurodiversity. The findings indicate that Wayuu knowledge is conceptualized as a intricate tapestry of community, spiritual, and symbolic relationships, signifying that learning is inextricably intertwined with participation in collective life. Conversely, it was observed that within the Wayúu worldview, cognitive differences are not perceived as deficiencies but rather as gifts or spiritual manifestations. This perspective aligns with the concept of neurodiversity as a valid expression of human variability. The study's findings indicate that the integration of these visions contributes to a more comprehensive understanding of learning from cultural and cognitive plurality. This, in turn, fosters the development of an intercultural education that is more inclusive, critical, and humanizing. Pedagogical and political orientations are proposed that recognize ancestral knowledge as valid sources of knowledge and promote the acceptance of diversity as a fundamental educational principle.