, 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.

, ARIAS ORTEGA, KATERIN ELIZABETH, MUÑOZ PEDRERO, ANDRES HERNAN, VELASQUEZ MUÑOZ, ANA KARINA, Del Pino, Miguel, Arias-Ortega, Katerin Elizabeth, Muñoz, Gerardo

The structure of the national educational system negatively affects the recognition of indigenous Mapuce people, who have been affected with regards to love, equal treatment and social esteem, as understood from the social justice approach of recognition described by Axel Honneth. This is evident in the indigenous knowledge and practices that have been removed from the Chilean school curriculum. This research was carried out through a participatory study using the dialogic-kishu kimkelay ta che methodology, forming a research community with professors, kimces and academics. The results relay, from the voices of the community, the work developed to reverse injustices such as disparagement toward the indigenous language at school, this was achieved through actions for reciprocal recognition based on the incorporation of educational practices associated with the language regarding sonority, nature and territory. © 2024 Elsevier B.V., All rights reserved.