Bilingual Intercultural Education in Chile: The Challenge of a Traditional Educator
The acknowledgement of indigenous people within the politics of intercultural education continues to be rooted in a functional and assimilationist approach, in which intercultural education is developed without touching the structures of power-knowledge, generating a hegemony of school learning. In...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Costa Rica |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Idioma: | español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/47915 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/47915 |
| Access Level: | acceso abierto |
| Palabra clave: | Interculturality Bilingual Intercultural Education Intercultural Dialogue Traditional Education Indigenous Knowledge Decolonization Interculturalidad Educación intercultural bilingüe Diálogo Intercultural Educación tradicional Conocimientos indígenas Descolonización |
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Bilingual Intercultural Education in Chile: The Challenge of a Traditional Educator Educación intercultural bilingüe en Chile: el desafío de una educadora tradicional |
| title |
Bilingual Intercultural Education in Chile: The Challenge of a Traditional Educator |
| spellingShingle |
Bilingual Intercultural Education in Chile: The Challenge of a Traditional Educator Vidal, Tatiana Aguayo Interculturality Bilingual Intercultural Education Intercultural Dialogue Traditional Education Indigenous Knowledge Decolonization Interculturalidad Educación intercultural bilingüe Diálogo Intercultural Educación tradicional Conocimientos indígenas Descolonización |
| title_short |
Bilingual Intercultural Education in Chile: The Challenge of a Traditional Educator |
| title_full |
Bilingual Intercultural Education in Chile: The Challenge of a Traditional Educator |
| title_fullStr |
Bilingual Intercultural Education in Chile: The Challenge of a Traditional Educator |
| title_full_unstemmed |
Bilingual Intercultural Education in Chile: The Challenge of a Traditional Educator |
| title_sort |
Bilingual Intercultural Education in Chile: The Challenge of a Traditional Educator |
| dc.creator.none.fl_str_mv |
Vidal, Tatiana Aguayo Contreras Salinas, Sylvia Giebeler, Cornelia |
| author |
Vidal, Tatiana Aguayo |
| author_facet |
Vidal, Tatiana Aguayo Contreras Salinas, Sylvia Giebeler, Cornelia |
| author_role |
author |
| author2 |
Contreras Salinas, Sylvia Giebeler, Cornelia |
| author2_role |
author author |
| dc.subject.none.fl_str_mv |
Interculturality Bilingual Intercultural Education Intercultural Dialogue Traditional Education Indigenous Knowledge Decolonization Interculturalidad Educación intercultural bilingüe Diálogo Intercultural Educación tradicional Conocimientos indígenas Descolonización |
| topic |
Interculturality Bilingual Intercultural Education Intercultural Dialogue Traditional Education Indigenous Knowledge Decolonization Interculturalidad Educación intercultural bilingüe Diálogo Intercultural Educación tradicional Conocimientos indígenas Descolonización |
| description |
The acknowledgement of indigenous people within the politics of intercultural education continues to be rooted in a functional and assimilationist approach, in which intercultural education is developed without touching the structures of power-knowledge, generating a hegemony of school learning. In this context, an ethnographic research is carried out, which was carried out in a school located in the commune of Alto Biobío, in Chile. Individual and group interviews, participant observation, audio and image records were used, with the aim to understand the experience of a traditional educator in an educational establishment, within the framework of the Intercultural Bilingual Education Program. The educator's accounts were analyzed from the phenomenological perspective of inhabiting, identifying those categories that show how she promotes the recognition and self-creation of her own, that is, of the Pehuenche. Among the findings, it is established that the main processes that the educator mobilizes to inhabit the school are translation-articulation. However, these processes are not exempt from the epistemological challenges originating from the school structure. It is concluded that intercultural education depends on the pedagogical practice of going to the community's own places, trying to rescue the meaning that the community has given to the various experiences. Among the recommendations, it is suggested to consider in the pedagogical reflections the translation and articulation processes that make up the practices proposed by the traditional educator, in addition to making these processes explicit and problematizing, since they are not only important in intercultural education initiatives, but in all practices pedagogical that tries to be appropriate and culturally sustainable. |
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2022 |
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2022-06-29 |
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info:eu-repo/semantics/publishedVersion Refereed article Artículo arbitrado artículo original http://purl.org/coar/resource_type/c_2df8fbb1 info:eu-repo/semantics/article |
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article |
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publishedVersion |
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https://revistas.ucr.ac.cr/index.php/educacion/article/view/47915 10.15517/revedu.v46i2.47915 |
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https://revistas.ucr.ac.cr/index.php/educacion/article/view/47915 |
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10.15517/revedu.v46i2.47915 |
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spa |
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spa |
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https://revistas.ucr.ac.cr/index.php/educacion/article/view/47915/51603 https://revistas.ucr.ac.cr/index.php/educacion/article/view/47915/52525 |
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Derechos de autor 2022 Revista Educación acceso abierto http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess |
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Derechos de autor 2022 Revista Educación acceso abierto http://purl.org/coar/access_right/c_abf2 |
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openAccess |
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application/pdf application/zip |
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Universidad de Costa Rica |
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Universidad de Costa Rica |
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Revista Educación - Journal of Education; Vol. 46, Num. 2 (2022): Journal of Education (July-December); 133-148 Revista Educación; Vol. 46, Num. 2 (2022): Revista Educación (julio-diciembre); 133-148 Revista de Educación; Vol. 46, Num. 2 (2022): Revista Educación (julio-diciembre); 133-148 2215-2644 0379-7082 reponame:Portal de Revistas UCR instname:Universidad de Costa Rica instacron:UCR |
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Universidad de Costa Rica |
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UCR |
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UCR |
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Portal de Revistas UCR |
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Portal de Revistas UCR |
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Portal de Revistas UCR - Universidad de Costa Rica |
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jorge.polanco@ucr.ac.cr |
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1849325308930424832 |
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Bilingual Intercultural Education in Chile: The Challenge of a Traditional EducatorEducación intercultural bilingüe en Chile: el desafío de una educadora tradicionalVidal, Tatiana AguayoContreras Salinas, SylviaGiebeler, CorneliaInterculturalityBilingual Intercultural EducationIntercultural DialogueTraditional EducationIndigenous KnowledgeDecolonizationInterculturalidadEducación intercultural bilingüeDiálogo InterculturalEducación tradicionalConocimientos indígenasDescolonizaciónThe acknowledgement of indigenous people within the politics of intercultural education continues to be rooted in a functional and assimilationist approach, in which intercultural education is developed without touching the structures of power-knowledge, generating a hegemony of school learning. In this context, an ethnographic research is carried out, which was carried out in a school located in the commune of Alto Biobío, in Chile. Individual and group interviews, participant observation, audio and image records were used, with the aim to understand the experience of a traditional educator in an educational establishment, within the framework of the Intercultural Bilingual Education Program. The educator's accounts were analyzed from the phenomenological perspective of inhabiting, identifying those categories that show how she promotes the recognition and self-creation of her own, that is, of the Pehuenche. Among the findings, it is established that the main processes that the educator mobilizes to inhabit the school are translation-articulation. However, these processes are not exempt from the epistemological challenges originating from the school structure. It is concluded that intercultural education depends on the pedagogical practice of going to the community's own places, trying to rescue the meaning that the community has given to the various experiences. Among the recommendations, it is suggested to consider in the pedagogical reflections the translation and articulation processes that make up the practices proposed by the traditional educator, in addition to making these processes explicit and problematizing, since they are not only important in intercultural education initiatives, but in all practices pedagogical that tries to be appropriate and culturally sustainable.El reconocimiento de la población indígena en la política educativa intercultural, sigue enraizada en un enfoque funcional y asimilacionista, donde la educación intercultural se desarrolla sin tocar las estructuras de poder-saber, generándose una hegemonía del aprendizaje escolar. En este contexto, se desarrolla una investigación de corte etnográfico, en una escuela ubicada en la comuna de Alto Biobío, en Chile. Se utilizaron entrevistas individuales y grupales, observación participante, registros de audios e imágenes, con el objetivo de comprender la experiencia de una educadora tradicional en un establecimiento educativo, en el marco del Programa de Educación Intercultural Bilingüe. Los relatos de la educadora fueron analizados desde la perspectiva fenomenológica del habitar, identificando aquellas categorías que daban cuenta de cómo ella promueve el reconocimiento y autocreación de lo propio, es decir, de lo pehuenche. Entre los hallazgos se establece que los principales procesos que moviliza la educadora para habitar la escuela son la traducción-articulación. Sin embargo, dichos procesos no se encuentran exentos de los desafíos epistemológicos originados a partir de la estructura escolar. Se concluye que la educación intercultural depende de la práctica pedagógica de acudir a los lugares propios de la comunidad, intentando rescatar el sentido que la colectividad le ha otorgado a las diversas experiencias. Se recomienda considerar en las reflexiones pedagógicas los procesos de traducción y articulación que conforman las prácticas propuestas por la educadora tradicional, además de explicitar y problematizar estos procesos, ya que no sólo son importante en iniciativas de educación intercultural, sino en toda práctica pedagógica que intenta ser pertinente y culturalmente sostenible.Universidad de Costa Rica2022-06-29info:eu-repo/semantics/publishedVersionRefereed articleArtículo arbitradoartículo originalhttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdfapplication/ziphttps://revistas.ucr.ac.cr/index.php/educacion/article/view/4791510.15517/revedu.v46i2.47915Revista Educación - Journal of Education; Vol. 46, Num. 2 (2022): Journal of Education (July-December); 133-148Revista Educación; Vol. 46, Num. 2 (2022): Revista Educación (julio-diciembre); 133-148Revista de Educación; Vol. 46, Num. 2 (2022): Revista Educación (julio-diciembre); 133-1482215-26440379-7082reponame:Portal de Revistas UCRinstname:Universidad de Costa Ricainstacron:UCRspahttps://revistas.ucr.ac.cr/index.php/educacion/article/view/47915/51603https://revistas.ucr.ac.cr/index.php/educacion/article/view/47915/52525Derechos de autor 2022 Revista Educaciónacceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2023-09-13T15:06:50Zoai:portal.ucr.ac.cr:article/47915Portal de revistashttps://revistas.ucr.ac.cr/Universidadhttp://www.ucr.ac.crhttps://revistas.ucr.ac.cr/index.php/index/oaijorge.polanco@ucr.ac.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2025-08-13T09:54:38.504Portal de Revistas UCR - Universidad de Costa Ricafalse |
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