Perceived discrimination among teachers and traditional culture educators in intercultural education in La Araucanía, Chile

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datacite.alternateIdentifier.citationEducacao e Pesquisa, 49, 2023
datacite.alternateIdentifier.doi10.1590/S1678-4634202349250586ENG
datacite.alternateIdentifier.issn1517-9702
datacite.creatorArias-Ortega, Katerin Elizabeth
datacite.creatorMuñoz, Gerardo
datacite.creatorQuintriqueo Millán, Segundo
datacite.date2023
datacite.rightsAcceso abierto
datacite.subjectDiscrimination
datacite.subjectEducational Relationship
datacite.subjectIntercultural Education
datacite.titlePerceived discrimination among teachers and traditional culture educators in intercultural education in La Araucanía, Chile
dc.contributor.authorARIAS ORTEGA, KATERIN ELIZABETH
dc.contributor.authorMUÑOZ PEDRERO, ANDRES HERNAN
dc.contributor.authorVELASQUEZ MUÑOZ, ANA KARINA
dc.contributor.authorQUINTRIQUEO MILLAN, SEGUNDO ENRIQUE
dc.date.accessioned2025-10-06T14:21:49Z
dc.date.available2025-10-06T14:21:49Z
dc.description.abstractThe 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.
dc.description.ia_keywordeducational, teachers, culture, educators, relationship, traditional, intercultural
dc.formatPDF
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/6824
dc.language.isoen
dc.publisherEmerson De Pietri
dc.relationinstname: ANID
dc.relationreponame: Repositorio Digital RI2.0
dc.rights.driverinfo:eu-repo/semantics/openAccess
dc.sourceEducacao e Pesquisa
dc.subject.ia_odsODS 4: Educación de calidad
dc.subject.ia_oecd1nCiencias Sociales
dc.subject.ia_oecd2nEducación
dc.subject.ia_oecd3nEducación General
dc.type.driverinfo:eu-repo/semantics/article
dc.type.driverhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.type.openaireinfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
oaire.citationEdition2023
oaire.citationTitleEducacao e Pesquisa
oaire.citationVolume49
oaire.fundingReferenceANID FONDECYT 11200306 (Iniciación), 11191041, 1221718 (Regular)
oaire.fundingReferenceANID FONDEF ID21I10187
oaire.licenseConditionObra bajo licencia Creative Commons Atribución 4.0 Internacional
oaire.licenseCondition.urihttps://creativecommons.org/licenses/by/4.0/
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
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uct.catalogadorjvu
uct.comunidadCiencias de la Saluden_US
uct.departamentoDepartamento de Psicología
uct.facultadFacultad de Ciencias de la Salud
uct.indizacionSciELO
uct.indizacionScopus
uct.indizacionLatindex
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