University Education in an Indigenous Context: the Mapuche case in Chile
The article presents research results on the strengths and limitations of university teaching in an indigenous context, according to the voices of the teaching staff in Araucanía, Chile. The methodology is qualitative and uses grounded theory in conjunction with content analysis. The main results re...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Educação & Realidade |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:seer.ufrgs.br:article/120674 |
| Acceso en línea: | https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/120674 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación Universitaria; Educación Superior; Educación Intercultural; Interculturalidad; Indígena University Education; Higher Education; Intercultural Education; Interculturality; Indigenous |
| Sumario: | The article presents research results on the strengths and limitations of university teaching in an indigenous context, according to the voices of the teaching staff in Araucanía, Chile. The methodology is qualitative and uses grounded theory in conjunction with content analysis. The main results reveal an urgency to increase awareness and training among university teaching staff to articulate western and indigenous knowledge in professional training. We conclude that there is an urgent need to incorporate the intercultural educational approach in higher education to move past standardization in teaching processes from an intercultural epistemological pluralism. |
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