Educational Relationship Between Teacher and Traditional Educator in Bilingual Intercultural Education

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dc.contributor.authorArias-Ortega, Katerin
dc.contributor.authorQuintriqueo, Segundo
dc.date2021
dc.date.accessioned2021-10-04T18:54:31Z
dc.date.available2021-10-04T18:54:31Z
dc.description.abstractThe objective of this article is to outline the challenges in the educational relationship between mentor teachers and traditional educators in the implementation of bilingual intercultural education (EIB, in Spanish) in Araucania, Chile. These challenges concern the inclusion of epistemic contributions from Mapuche educational knowledge, methods and wisdom in teaching the Mapuche language and culture in EIB. Establishing links between academic and Mapuche epistemic contributions enables an intercultural educational relationship defined by mutual engagement to move toward a dialogue of inter-epistemic knowledge in school. The study employs educational research based on a mixed-method methodological complementarity approach. The results reveal a Mapuche educational knowledge base present in the social memory of traditional educators, which it is appropriate to integrate into the school curriculum from an intercultural educational approach.
dc.identifier.citationREVISTA ELECTRONICA DE INVESTIGACION EDUCATIVA,Vol.23,,2021
dc.identifier.doi10.24320/redie.2021.23.e05.2847
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/4323
dc.language.isoes
dc.publisherUNIV AUTONOMA BAJA CALIFORNIA. INST INVESTIGACION & DESARROLLO EDUCATIVO
dc.sourceREVISTA ELECTRONICA DE INVESTIGACION EDUCATIVA
dc.subject.englishinterethnic relationship
dc.subject.englishtraditional knowledge
dc.subject.englisheducational methods
dc.subject.english
dc.titleEducational Relationship Between Teacher and Traditional Educator in Bilingual Intercultural Education
dc.typeArticle
uct.indizacionESCI
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