, ARIAS ORTEGA, KATERIN ELIZABETH, Arias-Ortega, Katerin Elizabeth, Del Pino, Miguel

This article examines how colonial legacies shape parents schooling experiences in multilevel schools within the Mapuche context of La Araucanía, Chile, also known as WallMapu. Authorities built schools to evangelize Indigenous people into Christianity. Researchers used biographical narratives to reflect the importance of orality for the Mapuche. The findings show that the physical and psychological violence endured by Mapuche children has widened the educational gap between Indigenous and non-Indigenous populations. The study concludes that recognizing the harm caused by the school system is essential to rebuild trust and improve educational outcomes for Indigenous children. © 2025 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.