Monocultural Education in the Teaching of Visual Arts in Contexts of Cultural Diversity in Chile: A Critical Vision from the Araucania Region
Monocultural Education in the Teaching of Visual Arts in Contexts of Cultural Diversity in Chile: A Critical Vision from the Araucania Region
Authors
Paz Mardones, Fernando
Kotthoff Cristensen, Francisco
Fuentes Jara, Freddy
Collipal Velasquez, Christian
Riquelme Mella, Enrique
Halberstadt, Amy
Kotthoff Cristensen, Francisco
Fuentes Jara, Freddy
Collipal Velasquez, Christian
Riquelme Mella, Enrique
Halberstadt, Amy
Profesor GuĆa
Authors
Date
Datos de publicaciĆ³n:
10.15359/ree.26-3.12
REVISTA ELECTRONICA EDUCARE,Vol.26,,2022
REVISTA ELECTRONICA EDUCARE,Vol.26,,2022
Tipo de recurso
Article
Keywords
Materia geogrƔfica
Collections
Abstract
Introduction. The central topic of the study is the influence of the application of a monocultural curriculum on the conceptions of the teaching of visual arts and its impact on learning, the construction of cultural identity, and recognition between Mapuche and non-Mapuche students. Objective. To reveal teachers'conceptions concerning the teaching of visual arts, the curriculum for the subject, and the context of cultural diversity in the Pehuenche area. Methodology. The methodological approach is qualitative and exploratory. The participants are seven secondary school visual arts teachers in an area populated by the Pehuenche ethnic group in the Araucania Region of Chile. The data were collected by semi-structured interview and analyzed by axial, selective open coding, with triangulation between the investigators and the teachers to support the validity of the findings. Results. The main results show a lack of knowledge among the teachers of the multicultural context, deficiencies in initial teacher training, and the general problem of the relation between a monocultural curriculum and its effect on teachers' beliefs about teaching visual arts in the context of cultural diversity. Conclusions. Visual arts teachers' beliefs are affected by a monocultural curriculum, which is related to standardization and the negative values that it imposes. Furthermore, the curriculum conditions initial teacher training, standardizing teaching without consideration for contextual variables.