Factores que dificultan la relación educativa entre la educación escolar y el saber y conocimiento mapuche
Factores que dificultan la relación educativa entre la educación escolar y el saber y conocimiento mapuche
Authors
Beltrán Véliz, Juan
Pérez Morales, Sergio
Pérez Morales, Sergio
Authors
Date
2019-10-18
Datos de publicación:
10.4067/S0719-26812018000300009
Keywords
Educación intercultural - Currículum intercultural - Conocimientos culturales mapuches
Collections
Abstract
Este estudio buscó describir los factores que dificultan la relación educativa entre la educación escolar y el saber y conocimiento mapuche, en escuelas situadas en contextos interculturales de la zona costera de La Araucanía. Se planteó un diseño cualitativo de nivel descriptivo, a base de un estudio de casos. Las técnicas de recolección de información fueron la entrevista semiestructurada y grupo focal. Se evidencia la presencia de un currículo monocultural, debido a la escasa incorporación de conocimientos de la cultura mapuche que están arraigados en el medio familiar. Asimismo, se visualizan prácticas de enseñanza basada en la cultura occidental anclada en el conductismo. Además, se aprecia ausencia de trabajo colaborativo debido a la falta de liderazgo de los directivos, porque sus funciones están centradas en aspectos administrativos, y control de actividades. Finalmente, se observa escasa generación de proyectos educativos para incluir a la comunidad mapuche en las actividades de la escuela. Se concluye que la escuela no constituye un espacio para articular los saberes escolares con los conocimientos y saberes de la cultura mapuche.
This study sought to describe the factors that impede the educational relationship between school education and Mapuche knowledge in schools located in intercultural contexts of the coastal area of La Araucanía. A qualitative design was proposed at the descriptive level, based on a case study. The data collection techniques used were semi-structured interviews and focus group. The evidence shows the presence of a monocultural curriculum, due to the scarce incorporation of Mapuche cultural knowledge rooted in the family environment. Likewise, teaching practices are based on western culture and anchored in behaviorism. In addition, there is absence of collaborative work due to the lack of leadership in school’s board of directors, since their functions are focused on administrative aspects, and on the control of activities. Finally, there is little generation of educational projects to include the Mapuche community in the activities of the school. It is concluded that the school does not constitute a space to articulate school knowledge with the Mapuche cultural knowledge.
This study sought to describe the factors that impede the educational relationship between school education and Mapuche knowledge in schools located in intercultural contexts of the coastal area of La Araucanía. A qualitative design was proposed at the descriptive level, based on a case study. The data collection techniques used were semi-structured interviews and focus group. The evidence shows the presence of a monocultural curriculum, due to the scarce incorporation of Mapuche cultural knowledge rooted in the family environment. Likewise, teaching practices are based on western culture and anchored in behaviorism. In addition, there is absence of collaborative work due to the lack of leadership in school’s board of directors, since their functions are focused on administrative aspects, and on the control of activities. Finally, there is little generation of educational projects to include the Mapuche community in the activities of the school. It is concluded that the school does not constitute a space to articulate school knowledge with the Mapuche cultural knowledge.