República colonial chilena 1929-1973. Escuela e invisibilización del mapunkimun del pueblo nación mapuche
República colonial chilena 1929-1973. Escuela e invisibilización del mapunkimun del pueblo nación mapuche
Authors
Mansilla Sepúlveda, Juan
Profesor Guía
Authors
Date
2020
Datos de publicación:
10.19053/01227238.11925
Revista Historia de la Educación Latinoamericana, Vol. 22, N° 35, 145-162, 2020
Revista Historia de la Educación Latinoamericana, Vol. 22, N° 35, 145-162, 2020
Tipo de recurso
Artículo de Revista
Facultad de Educación
Keywords
Estado - Mapun kimun - Escuela monocultural - Colonialismo
Materia geográfica
Chile
Collections
Abstract
El objetivo del estudio es analizar las implicancias que ha tenido la consolidación del Estado de Chile en territorio mapuche post ocupación del wajmapu, evento en el que la escuela chilena ha sido un dispositivo de control determinante para establecer un régimen educativo monocultural que invisibilizó el mapunkimun del pueblo mapuche. Originalidad: la idea de una república colonial en Chile no se encuentra desarrollada en la historia de la educación, en la que se reconstruyen los efectos de la violencia estatal en un marco de relaciones interculturales asimétricas. Método: es un trabajo de investigación cualitativa, con alcances descriptivos a través de un diseño de estudio documental que, empleando estrategias del trabajo con fuentes primarias y secundarias, permitió la revisión sistemática del corpus documental. Las conclusiones evidencian el reconocimiento del rol que cumplió la escuela para lograr la monoculturalidad e instalación de los saberes occidentales. No obstante, desde una historia cultural de largo plazo, la escuela como agencia estatal no logró su cometido, porque el mapunkimun del pueblo estado mapuche sobrevivió a todos los dispositivos de control e intentos de sometimiento y hoy mantiene esa resistencia cultural en un Estado que sigue operando desde lógicas excluyentes de la diversidad étnica y lingüística.
The objective of the study is to analyze the implications that the State of Chile has had in its consolidation in Mapuche’s territory afer the occupation of the Wajmapu, where the Chilean school has been a determining control device to establish a monocultural educational regime that made the Mapuche people’s mapunkimun invisible. Originality: The idea of a colonial republic in Chile is not developed in the education history, where the efects of state violence are reconstructed in an asymmetric intercultural relations framework. Method is a qualitative research work, with descriptive scope through a documentary study design, which, using work strategies with primary and secondary sources, allowed the systematic review of the documentary corpus. The conclusions show the recognition of the role that the school played to achieve monoculturalism and installation of Western knowledge. However, from a long-term cultural history, the school as a state agency did not achieve its mission, because the mapun-kimun of the Mapuche state people survived all control devices and atempts at submission and today maintains that cultural resistance in a state that continues to operate from a logic that excludes the ethnical and linguistic diversity.
The objective of the study is to analyze the implications that the State of Chile has had in its consolidation in Mapuche’s territory afer the occupation of the Wajmapu, where the Chilean school has been a determining control device to establish a monocultural educational regime that made the Mapuche people’s mapunkimun invisible. Originality: The idea of a colonial republic in Chile is not developed in the education history, where the efects of state violence are reconstructed in an asymmetric intercultural relations framework. Method is a qualitative research work, with descriptive scope through a documentary study design, which, using work strategies with primary and secondary sources, allowed the systematic review of the documentary corpus. The conclusions show the recognition of the role that the school played to achieve monoculturalism and installation of Western knowledge. However, from a long-term cultural history, the school as a state agency did not achieve its mission, because the mapun-kimun of the Mapuche state people survived all control devices and atempts at submission and today maintains that cultural resistance in a state that continues to operate from a logic that excludes the ethnical and linguistic diversity.
Description
Esta investigación se enmarca en el contexto del Proyecto FONDECYT n.° 1191016 titulado “Consolidación de la escuela monocultural en territorio mapuche, periodo post-reduccional (1929-1973). Colonialidad republicana e invisibilización del mapun-kimün”.