This paper examines the possible forms and contents of bilingual Mexican education from the perspective of co-participation in educational workshops in two multilingual areas from 2009 to 2012. The currently ruling Mexican model for bilingual and intercultural education (BIE) matches that of incorporation via subtractive bilingualism, -i.e. teaching via the native language, and then switching to Spanish to profess authoritative pedagogical contents-, to the prejudice of language and culture particulars.