ARIAS ORTEGA, KATERIN ELIZABETH
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Enfoques, bases epistémicas y éticas de la formación del pensamiento pedagógico intercultural en contextos indígenas
El objetivo de este estudio es analizar los hallazgos reportados en la literatura académica que permitan sistematizar los enfoques, las bases epistémicas y éticas del proceso de formación del pensamiento pedagógico intercultural. La metodología es cualitativa, basada en el método análisis de contenido. Como resultado se identifican tres enfoques: 1) generalizador, 2) conceptual de la educación intercultural, y 3) contra-hegemónico de la educación. Se encuentran dos bases epistémicas y dos bases éticas que sustentan la formación del pensamiento pedagógico intercultural. Las bases epistémicas son: 1) dominio del contenido intercultural y 2) relaciones transdisciplinarias entre el saber indígena y el conocimiento occidental. Las bases éticas son: 1) configuración del saber pedagógico a través de la memoria histórico-social e 2) integración reflexiva de doble racionalidad. Se concluye que el pensamiento pedagógico intercultural deriva en una visión multidisciplinaria e integral del proceso de formación de personas indígenas y no indígenas.
Perceived discrimination among teachers and traditional culture educators in intercultural education in La Araucanía, Chile
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.
El cuidado como barrera para la participación económica y productiva de mujeres en la agricultura familiar campesina. Estudio bibliográfico de las políticas de desarrollo rural en Chile.
Although women's work in family farming has increased in Chile, the care tasks they perform represent a barrier to their productive participation. For this reason, the way in which current rural development policies, plans and programs assume care as a relevant issue for the economic-productive insertion of rural women was explored. Through a literature review, it is shown that the implications of care in terms of gender have not been characterized in the policies studied. It is concluded that care is a political issue that can articulate intersectoral strategies for rural development with equity between women and men. © 2022 Elsevier B.V., All rights reserved.