Desafío epistemológico de los conocimientos educativos indígena y escolar para una educación intercultural
Desafío epistemológico de los conocimientos educativos indígena y escolar para una educación intercultural
Authors
Saavedra Vallejos, Esteban
Quilaqueo Rapimán, Daniel
Quilaqueo Rapimán, Daniel
Authors
Date
2021
Datos de publicación:
Educação e Pesquisa, Vol 47, 1-17, 2021
Keywords
Relaciones interétnicas - Pluralismo cultural - Educación intercultural - Epistemología
Collections
Abstract
El propósito de este trabajo es comprender y explicar la tensión epistemológica entre los conocimientos educativos indígenas con la monoculturalidad eurocéntrica de los sistemas educativos nacionales, desde la complejidad que implica la educación escolar en los contextos de los pueblos indígenas de América. Puesto que la justificación ha sido la colonización y su integración a los Estados nacionales, negando las epistemes de sus conocimientos educativos en la educación escolar. Frente a esto, proponemos una crítica epistemológica a la construcción de conocimientos interculturales propuesta por los Estados, apoyándonos en el pluralismo epistemológico. Específicamente, analizamos los casos del proyecto Milpas educativas de México, la acción educativa kimeltuwün en la Araucanía, Chile y la política educativa en el estado de Roraima, Brasil. Se considera el contexto político que norma la educación intercultural sobre las experiencias de Educación Intercultural Bilingüe de los estados nacionales y las recomendaciones del Convenio 169, de la Organización Internacional del Trabajo. En conclusión, planteamos una educación intercultural tomando en cuenta la tensión epistemológica entre las epistemes indígenas y escolar. Asimismo, planteamos la necesidad de construir una educación intercultural, contextualizada a cada pueblo indígena, en el marco de sus relaciones interétnicas con los no indígenas mediante un diálogo desde la perspectiva del pluralismo epistemológico.
The object of this work is to understand and explain the epistemological tension between indigenous educational knowledge and the Eurocentric monoculturality of national education systems, from the complexity implied by school education in the contexts of the indigenous peoples of America. The justification for this style of education has been the colonisation of indigenous peoples and their integration into national states, denying the epistemes of their own educational knowledge in school education. In this scenario, we propose an epistemological critique of the construction of intercultural knowledge as proposed by states, based on epistemological pluralism. Specifically, we analyse the cases of the Milpas Educativas project in Mexico, the educational action called kimeltuwün in the Araucanía Region of Chile, and the education policy of the State of Roraima, Brazil. We consider the political context that regulates intercultural education in the Bilingual Intercultural Education experiments of national states and the recommendations of Convention No. 169 of the International Labour Organisation. In conclusion, we propose a form of intercultural education that takes into account the epistemological tension between the indigenous and school epistemes. We also propose the need to construct a form of intercultural education adapted to the context of each indigenous people, in the framework of their interethnic relations with non-indigenous societies, through dialogue from the perspective of epistemological pluralism.
The object of this work is to understand and explain the epistemological tension between indigenous educational knowledge and the Eurocentric monoculturality of national education systems, from the complexity implied by school education in the contexts of the indigenous peoples of America. The justification for this style of education has been the colonisation of indigenous peoples and their integration into national states, denying the epistemes of their own educational knowledge in school education. In this scenario, we propose an epistemological critique of the construction of intercultural knowledge as proposed by states, based on epistemological pluralism. Specifically, we analyse the cases of the Milpas Educativas project in Mexico, the educational action called kimeltuwün in the Araucanía Region of Chile, and the education policy of the State of Roraima, Brazil. We consider the political context that regulates intercultural education in the Bilingual Intercultural Education experiments of national states and the recommendations of Convention No. 169 of the International Labour Organisation. In conclusion, we propose a form of intercultural education that takes into account the epistemological tension between the indigenous and school epistemes. We also propose the need to construct a form of intercultural education adapted to the context of each indigenous people, in the framework of their interethnic relations with non-indigenous societies, through dialogue from the perspective of epistemological pluralism.
Description
Esta investigación ha sido financiada por la Comisión Nacional de Investigación en Ciencia y Tecnología (CONICYT - Chile) a través del proyecto FONDECYT Regular N°1181314.