Tensiones entre el saber mapuche (Mapun kimün) y el saber escolar chileno.

  1. Mansilla Sepúlveda, Juan Guillermo 1
  2. Beltrán Véliz, Juan Carlos 2
  3. Véliz Burgos, Alex 3
  1. 1 Universidad Católica de Temuco
    info

    Universidad Católica de Temuco

    Temuco, Chile

    ROR https://ror.org/051nvp675

  2. 2 Universidad de La Frontera
    info

    Universidad de La Frontera

    Temuco, Chile

    ROR https://ror.org/04v0snf24

  3. 3 Universidad de Los Lagos
    info

    Universidad de Los Lagos

    Osorno, Chile

    ROR https://ror.org/05jk8e518

Journal:
Encuentros: Revista de Ciencias Humanas, Teoría Social y Pensamiento Crítico

ISSN: 2343-6131 2610-8046

Year of publication: 2022

Issue Title: Teorías de la justicia y del reconocimiento en el Sur Global.

Issue: 16

Pages: 188-196

Type: Article

DOI: 10.5281/ZENODO.6914734 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Encuentros: Revista de Ciencias Humanas, Teoría Social y Pensamiento Crítico

Abstract

This article analyzes the tensions between ancestral Mapuche knowledge that has been transferred from the Mapuche-Lafkenche communities of the La Araucanía region (Wajmapu) and the school knowledge that is taught in rural Chilean schools in that territory. This intercultural and interepistemic relationship is considered as a prelude to a pedagogy of alterity that allows mutual openings to an intercultural dialogue and overcoming the western monoculturality of the Chilean school curriculum. The method used is qualitative, anchored in a hermeneutical paradigm and is based on the design of the case study of an instrumental type with weighty descriptive scopes. The results show the presence of different knowledges that are not harmoniously found in the classroom, but from a tension that does not recognize cultural diversity, but rather perpetuates the invisibility of indigenous knowledge. The identity of some fails to flourish in the identity of others.