The article base in the analysis of intercultural competences as a proposal for training in foreign languages ​​in rural fields, using the local context as an element that lands and energizes bilingual education and adequately approaches the compression of new cultural concepts. The methodology used was the ethnographic study case, which implied a field work characterized by observation and continued participation in educational institutions of the municipality of Villagómez-Cundinamarca Colombia; The categories of analysis were selected as the concept of rurality, interculturality, culture and bilingualism. The data analysis was carried out in a descriptive way, which seeks, on one hand, to provide an overview about rural education in foreign languages ​​and the problem of cultural domination from the perspective of the participants. And on the other the resignification of the concept of the rural in the educational, focused more on the anthropological dimension, which is inclusive and from the difference; that not only is able to understand the complexity of educating in rural areas, but that it transcends epistemic fields and is not limited to the superficial recognition of demographic space as a geographical, regional framework, where different cosmogonies and knowledge converge. This study aims to generate in the teachers and students the consolidation of positive attitudes aimed at assessing their cultural system while acquiring a foreign language. Our commitment is to demonstrate that the education of a foreign language can be thought of from a more equitable posture which generates a deep reflection on the way these linguistic processes are carried out in the rural space, an education in which the foreign language serves as an element through which local culture can be reinforced and not as an element that disintegrates and establishes differences between cultural systems.La presente investigación tiene como propósito analizar las competencias interculturales como propuesta de formación en lenguas extranjeras utilizando el contexto local como un elemento el cual aterriza y dinamiza la educación bilingüe y acerca de forma adecuada a la compresión de nuevos conceptos culturales. La metodología utilizada fue el estudio de caso etnográfico, lo que implicó un trabajo de campo caracterizado por la observación y participación continúa en instituciones educativas del municipio de Villagómez-Cundinamarca Colombia; se seleccionaron como categorías de análisis: el concepto de ruralidad, interculturalidad, cultura y bilingüismo. El análisis de datos se realizó de una manera descriptiva, la cual busca proporcionar un panorama acerca de la educación rural en lenguas extranjeras y el problema de la dominación cultural desde la perspectiva de los participantes. Este estudio pretende generar en los docentes y estudiantes la consolidación de actitudes positivas encaminadas a la valoración de su sistema cultural mientras adquieren una lengua extranjera. Nuestra apuesta es demostrar que se puede pensar la educación de una lengua extranjera desde una postura más equitativa la cual genere una profunda reflexión en la manera que se llevan estos procesos lingüísticos en contextos rurales.