Educación intercultural articulada a la episteme indígena en Latinoamérica. El caso mapuche en Chile
Educación intercultural articulada a la episteme indígena en Latinoamérica. El caso mapuche en Chile
Authors
Quintriqueo Millán, Segundo
Arias Ortega, Katerin
Arias Ortega, Katerin
Authors
Date
Datos de publicación:
10.4067/S0719-26812019000200081
Keywords
Educación intercultural - Episteme indígena - Formación inicial docente
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Abstract
El artículo discute experiencias de educación intercultural articulada a la episteme indígena, particularmente el caso mapuche en Chile. En contexto de colonización, se ha desarrollado un sistema de educación escolar y formación del profesorado, fundamentado en la colonialidad del saber y del poder que limita a los profesores la toma de consciencia del valor de otras epistemes, para comprender la educación escolar en perspectiva intercultural. La metodología empleada es la investigación educativa y un procedimiento de análisis de contenido. Como resultado planteamos que la interculturalidad es una propuesta ética, epistémica y política, para construir sociedades democráticas que reconozcan las diferentes sociedades y culturas que cohabitan en contextos de colonización. Así, la formación inicial y continua de los profesores, debiera favorecer la adquisición de competencias didácticas fundamentadas en la episteme indígena. Discutimos y concluimos que: 1) la educación intercultural articulada a la episteme indígena es pertinente y factible de abordar, desde un enfoque educativo intercultural; 2) la pedagogía y educación indígena constituyen un aporte para sustentar un currículum escolar intercultural; y 3) la educación desde un pluralismo epistemológico, nos plantea el desafío de establecer una relación cercana con los actores del medio educativo y social en contexto indígena.
This article discusses experiences of intercultural education articulated with the indigenous episteme, particularly the mapuche case in Chile. In the context of colonization, a school education and teacher training system has been developed based on the coloniality of knowledge and power, which restrict teacher’s awareness of other epistemes value in order to understand school education from an intercultural perspective. The methodology used correspond to educational research and content analysis procedure. As a result, we proposed that interculturality is an ethical, epistemic and political proposal, to build democratic societies that recognize the different societies and cultures cohabiting in contexts of colonization. Thus, initial and continuous training of teachers should facilitate the acquisition of teaching competences based on the indigenous episteme. We discussed and concluded that: 1) intercultural education articulated with the indigenous episteme is relevant and approachable, from an intercultural educational approach; 2) indigenous pedagogy and education constitute a contribution to sustain an intercultural school curriculum; and 3) education from an epistemological pluralism, raises a challenge to establish a close relationship with the actors in the educational and social environment within the indigenous context.
This article discusses experiences of intercultural education articulated with the indigenous episteme, particularly the mapuche case in Chile. In the context of colonization, a school education and teacher training system has been developed based on the coloniality of knowledge and power, which restrict teacher’s awareness of other epistemes value in order to understand school education from an intercultural perspective. The methodology used correspond to educational research and content analysis procedure. As a result, we proposed that interculturality is an ethical, epistemic and political proposal, to build democratic societies that recognize the different societies and cultures cohabiting in contexts of colonization. Thus, initial and continuous training of teachers should facilitate the acquisition of teaching competences based on the indigenous episteme. We discussed and concluded that: 1) intercultural education articulated with the indigenous episteme is relevant and approachable, from an intercultural educational approach; 2) indigenous pedagogy and education constitute a contribution to sustain an intercultural school curriculum; and 3) education from an epistemological pluralism, raises a challenge to establish a close relationship with the actors in the educational and social environment within the indigenous context.
Description
Resultado Proyecto FONDECYT Nº 1181531 y FONDEF Nº ID16I10350