Saberes educativos mapuches aportes epistémicos para un enfoque de educación intercultural
Saberes educativos mapuches aportes epistémicos para un enfoque de educación intercultural
Authors
Quilaqueo Rapimán, Daniel
Quintriqueo Millán, Segundo
Torres Cuevas, Héctor
Muñoz Troncoso, Gerardo
Quintriqueo Millán, Segundo
Torres Cuevas, Héctor
Muñoz Troncoso, Gerardo
Authors
Date
Datos de publicación:
10.4067/S0717-73562014000200008
Keywords
Saberes educativos mapuches - Educación intercultural - Diálogo de saberes
Collections
Abstract
Este artículo expone saberes educativos mapuches que forman parte de la educación familiar. El objetivo es contribuir con el debate epistémico de contenidos educativos indígenas de educación intercultural, para superar su desconocimiento en escuelas situadas en los contextos de vida mapuche de hoy día. Se observa que el desconocimiento de los saberes educativos mapuches dificulta la implementación de un enfoque educativo más adaptado a los conocimientos socioculturales, para los alumnos de origen tanto mapuche como no mapuche. En efecto, la escolarización de niños mapuches y no mapuches se ha basado casi exclusivamente en un curriculum monocultural de la sociedad occidental. La metodología se fundamenta en la investigación educativa, desde una perspectiva cualitativa mediante una muestra de 16 kimches (sabios). Los resultados revelan categorías de conocimiento vinculadas a conceptos de tiempo y espacio del ciclo anual, conceptos de procedencia geográfica-territorial (tuwün) y ascendencia parental (küpan). Cada uno de estos aspectos es incorporado por la familia mapuche en el proceso de formación de los niños y jóvenes. Se concluye que estos conocimientos pueden constituirse en un aporte epistémico que favorezca una educación contextualizada y potencie la formación de los alumnos a partir del diálogo de saberes desde un enfoque intercultural.
This article presents Mapuche education knowledge that forms part of a family's education. The aim is to contribute to the epistemic debate on the indigenous educational content of intercultural education for the purpose of overcoming ignorance of this content in schools located within contemporary Mapuche life. Ignorance of the Mapuche's educational knowledge hinders the implementation of an educational approach best suited to the sociocultural knowledge, for both Mapuche and non- Mapuche students. In fact, the schooling of both Mapuche and non-Mapuche children has been based almost exclusively on the monocultural curriculum of Western society. The methodology is based on educational research from a qualitative perspective through interviews with a sample of 16 kimches (sages). The results reveal categories of knowledge linked to concepts of time and space in the annual cycle, concepts of geographical-territorial origin (tuwün), and parental descent (küpan). The Mapuche family incorporates each of these aspects into the education of children and adolescents. It is concluded that this knowledge may constitute an epistemic contribution that favors a contextualized education and strengthens the education of students through the dialogue of knowledge systems from an intercultural approach
This article presents Mapuche education knowledge that forms part of a family's education. The aim is to contribute to the epistemic debate on the indigenous educational content of intercultural education for the purpose of overcoming ignorance of this content in schools located within contemporary Mapuche life. Ignorance of the Mapuche's educational knowledge hinders the implementation of an educational approach best suited to the sociocultural knowledge, for both Mapuche and non- Mapuche students. In fact, the schooling of both Mapuche and non-Mapuche children has been based almost exclusively on the monocultural curriculum of Western society. The methodology is based on educational research from a qualitative perspective through interviews with a sample of 16 kimches (sages). The results reveal categories of knowledge linked to concepts of time and space in the annual cycle, concepts of geographical-territorial origin (tuwün), and parental descent (küpan). The Mapuche family incorporates each of these aspects into the education of children and adolescents. It is concluded that this knowledge may constitute an epistemic contribution that favors a contextualized education and strengthens the education of students through the dialogue of knowledge systems from an intercultural approach