Educación intercultural inclusiva en contexto Mapuche - Lafkenche en Chile
The text presented corresponds to a doctoral thesis by compilation of articles. The title is Inclusive intercultural education in a Mapuche-Lafkenche school context in Chile. Inclusion and interculturality are concepts studied by the academic world in a separately, and, at the same time, the educati...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad de Valladolid |
| Repositorio: | UVaDOC. Repositorio Documental de la Universidad de Valladolid |
| OAI Identifier: | oai:uvadoc.uva.es:10324/59787 |
| Acceso en línea: | https://doi.org/10.35376/10324/59787 https://uvadoc.uva.es/handle/10324/59787 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación intercultural Interculturality Interculturalidad Inclusive education Educación inclusiva 58 Pedagogía |
| Sumario: | The text presented corresponds to a doctoral thesis by compilation of articles. The title is Inclusive intercultural education in a Mapuche-Lafkenche school context in Chile. Inclusion and interculturality are concepts studied by the academic world in a separately, and, at the same time, the educational policies of the States address it through non-public channels. convergent. The problem is related to the consequences of the encounter/disagreement culture experienced by the Mapuche People and the State of Chile in the schooling processes civilizational. The exclusion of indigenous knowledge and educational practices of the Mapuche from the costa (lafkenches) at school is a pedagogical, ethical, cultural and biopolitical problem. I know visualizes a dilemmatic relationship between Mapuche education and school education since that seeks to assimilate the student to Western culture, excluding knowledge acquired in Mapuche community environments. The method used is qualitative with dense descriptive scopes, guided by a hermeneutic paradigm and study design of cases. The context of the problem was the Costa Araucanía territory in south-central Chile, inhabited mainly by the Lafkenche Mapuche people. interviews were applied semi-structured, non-intrusive community conversations, document analysis writing and classroom observations. It was concluded that the Chilean State assumed a character monocultural, homogenizing and colonizing, through the spread of the Spanish language in the school system. Mapunzugun was made invisible, revealing racism, exclusion and segregation of Mapuche students based on the denial of the language. rural schools of the studied territory called "Costa Araucanía" promote educational projects that they “formally” include intercultural education, but in practice they remain practices monocultural schoolchildren. Mapuche knowledge is made invisible, denying the dimension social and historical of his being, which generates an asymmetrical relationship of knowledge in the classroom. It is concluded that the role that Traditional Educators develop in school classrooms Mapuche is essential for the transmission of the ancestral knowledge of the peoples originating. |
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