The recognition of cultural diversity constitutes a central pillar of inclusive education in multicultural societies. This qualitative study aimed to analyze the learning practices and ancestral knowledge of the Wayúu people and their contribution to the development of culturally relevant inclusive education. Using an ethnographic–interpretative design, data were collected through semi-structured interviews, participant observation, focus groups, and document analysis with Wayúu elders, community leaders, teachers, and students from educational institutions in La Guajira, Colombia. The findings reveal that Wayúu learning is based on community participation, intergenerational transmission, oral tradition, and experiential knowledge closely linked to territory and identity. These practices represent expressions of cultural talent that foster cognitive, social, and ethical development, yet remain largely undervalued within formal schooling. Persistent tensions between Western-centered curricula and indigenous epistemologies were identified, affecting students’ motivation and sense of belonging. However, experiences of intercultural pedagogical integration demonstrate that inclusive education with cultural relevance enhances meaningful learning and strengthens cultural identity. The study concludes that recognizing and integrating Wayúu ancestral knowledge is essential for advancing inclusive, equitable, and culturally sustainable educational systems.