Indigenous socio-educational recognition in the construction of intercultural knowledge dialogues in education

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datacite.alternateIdentifier.citationCogent Educaction, Vol.11, 2024
datacite.alternateIdentifier.doi10.1080/2331186X.2024.2396187
datacite.creatorCuevas, Hector Torres
datacite.creatorRapiman, Daniel Quilaqueo
datacite.date2024
datacite.rightsAcceso abierto
datacite.subjectEducación intercultural
datacite.subjectInterculturalidad
datacite.subjectIndígenas
datacite.subject.englishIntercultural knowledge dialogues
datacite.subject.englishinterculturality
datacite.subject.englishindigenous peoples
datacite.subject.englishintercultural education
datacite.subject.englishintercultural sensitivity
datacite.subject.englishCurriculum Studies
datacite.subject.englishMulticultural Education
datacite.subject.englishSociology of Education
datacite.titleIndigenous socio-educational recognition in the construction of intercultural knowledge dialogues in education
dc.date.accessioned2024-09-10T18:47:08Z
dc.date.available2024-09-10T18:47:08Z
dc.description.abstractThis article aims to analyze indigenous socio-educational knowledge to build an intercultural knowledge dialogue in the school curriculum, using educational experience from a Mapuche context in Chile. Based on the knowledge of teachers, indigenous scholars, and parents, the article outlines three ways to guide the construction of a knowledge dialogue when implementing intercultural education. The methodology uses a comprehensive interpretative paradigm. The results reveal that indigenous socio-educational recognition for intercultural knowledge dialogue in an educational environment is essential for changing the school's epistemological colonialism, monoculturalism, and disconnect from the territory. The work highlights the importance of exploring the potentialities of intercultural dialogue to overcome the socio-educational and socio-cultural ambivalence of actors in the school setting, as well as the hegemony of a Eurocentric curriculum. Thus, the contribution to the educational debate is linked to the presentation of contextualized and intercultural guidelines that serve as references for the actors in the educational field, in the challenge of achieving decolonized coexistence.
dc.description.ia_keywordeducational, knowledge, intercultural, socio, indigenous, dialogue, school
dc.formatPDF
dc.identifier.issn2331-186X
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5920
dc.language.isoen
dc.publisherTaylor & Francis
dc.relationinstname: ANID
dc.relationreponame: Repositorio Digital RI2.0
dc.rights.driverinfo:eu-repo/semantics/openAccess
dc.sourceCogent Education
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.citationEdition2024
oaire.citationTitleCogent Education
oaire.fundingReferenceANID FONDECYT 1231178 (Regular)
oaire.licenseConditionObra bajo licencia Creative Commons Atribución 4.0 Internacional
oaire.licenseCondition.urihttps://creativecommons.org/licenses/by/4.0/
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
uct.catalogadorjvu
uct.comunidadEducaciónen_US
uct.facultadFacultad de Educación
uct.indizacionWeb of Science (ESCI)
uct.indizacionScopus
uct.indizacionDOAJ
uct.nucleosNúcleo de Investigación en Estudios Interétnicos e Interculturales
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