If the premise that children low performance in reading comprehension in their mother tongue and Spanish as a second language depends exclusively on teachers, we must take into account that it is also associated with public policies of the Panamanian state and above all to education with equity and quality. An inclusive education with cultural relevance is a fundamental right of aboriginal children, so they must receive an education in their mother tongue. Based on this, the objective of this study was to evaluate the results of the implementation of Intercultural Bilingual Education (EBI), a case study in the Gunayala District. 2010-2016. For this study they knowledge tests were applied in the mother tongue, Spanish as a second language, spirituality and mathematics, to third grade children in 16 schools in five school zones of the Gunayala District, a total of 458 students. It was found that most of the children did not understand long paragraphs in Spanish, nor in their native language Guna. Little autonomy and independence was reflected among them at the time of the test. They needed very personalized attention for clarification and doubt resolution regarding the procedures applied.
