, ARIAS ORTEGA, KATERIN ELIZABETH, MUÑOZ PEDRERO, ANDRES HERNAN, VELASQUEZ MUÑOZ, ANA KARINA, QUINTRIQUEO MILLAN, SEGUNDO ENRIQUE, Arias-Ortega, Katerin Elizabeth, Muñoz, Gerardo, Quintriqueo Millán, Segundo

The article presents research results on the educational relationship between mentor teachers and traditional culture educators in the implementation of Programa de Educación Intercultural Bilingüe (Bilingual Intercultural Education Program, BIEP) in La Araucanía, Chile. Research methodology is mixed, in which a Likert-style scale questionnaire is applied to a total of 155 participants, of which 105 are traditional culture educators and 50 are mentor teachers. Results show practices of explicit and implicit discrimination perceived by Mapuche students in the educational relationship they establish with the teacher. Both mentor teachers and traditional culture educators recognize that an educational relationship of involvement, recognition and collaboration could reverse such discriminatory practices. We conclude that the educational relationship in school education is based on implicit and explicit forms of racism towards the teaching of indigenous language and culture at school. Thus, the discrimination perceived by tradition educators challenges the school and its historical role in the processes of subalternization of the Mapuche people. In this context, there is a need for an intercultural educational intervention that provide a relevant response to the social, cultural, and linguistic diversity present in school education. This constitutes a challenge for directors, teachers, parents, and community members to advance in an inter-epistemic dialogue, based on respect, ethics, political commitment, co-responsibility, negotiation, mediation and abandonment of biased frames of reference © 2023 Elsevier B.V., All rights reserved.

, PEÑA CORTES, FERNANDO ANDRES, PINCHEIRA ULBRICH, JIMMY MARCELO, QUINTRIQUEO MILLAN, SEGUNDO ENRIQUE, QUILAQUEO RAPIMAN, DANIEL RENE, Peña-Cortés, Fernando Andrés, Huiliñir-Curío, Viviana, Pincheira-Ulbrich, Jimmy M., Quintriqueo Millán, Segundo, Quilaqueo, Daniel R., Gutiérrez, Maritza, Saavedra, Soledad Morales

In Chile, two public policies focusing on teaching-learning among primary school children have been implemented to contribute to the development of the language and culture of indigenous peoples and to the formation of intercultural citizens: 1) the Bilingual Intercultural Education Programme (PEIB); and 2) the Indigenous Language Sector (SLI). The present study assessed perception of Mapuche knowledge among schoolchildren in schools located in the Mapuche-Pewenche territory of the Araucanía Region. The methodology used for data collection was analytical-observational with a Likert-type questionnaire, applied to children in schools registered and not registered for these policies. The statements had two dimensions: the roles assumed in the transmission of knowledge by these public policies and by families respectively. The results showed that the children belonging to schools registered for these policies, expressed disagreement with most of the statements concerning the transmission of that knowledge; while the children in schools not registered for the policies considered that there was indeed transmission of knowledge. The latter result was related to the loss of valuation of this knowledge by these children. In both cases, the children recognised that knowledge is transmitted fundamentally within the family. © 2019 Elsevier B.V., All rights reserved.