Mapuche-Pewenche knowledge transmitted by teachers and parents: perception of schoolchildren in rural schools of the Araucania region (Chile)

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datacite.alternateIdentifier.citationJOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT,Vol.40,244-256,2019
datacite.alternateIdentifier.doi10.1080/01434632.2018.1505895
datacite.creatorPeña Cortés, Fernando
datacite.creatorHuilinir-Curio, Viviana
datacite.creatorPincheira Ulbrich, Jimmy
datacite.creatorQuintriqueo Millán, Segundo
datacite.creatorQuilaqueo Rapimán, Daniel
datacite.creatorGutierrez, Maritza
datacite.creatorMorales Saavedra, Soledad
datacite.date2019
datacite.subject.englishMapuche-pewenche
datacite.subject.englishknowledge
datacite.subject.englishrural schools
datacite.subject.englishindigenous language
datacite.subject.englishintercultural education
datacite.titleMapuche-Pewenche knowledge transmitted by teachers and parents: perception of schoolchildren in rural schools of the Araucania region (Chile)
dc.date.accessioned2021-04-30T17:07:23Z
dc.date.available2021-04-30T17:07:23Z
dc.description.abstractIn Chile, two public policies focusing on teaching-learning among primary school children have been implemented to contribute to the development of the language and culture of indigenous peoples and to the formation of intercultural citizens: 1) the Bilingual Intercultural Education Programme (PEIB); and 2) the Indigenous Language Sector (SLI). The present study assessed perception of Mapuche knowledge among schoolchildren in schools located in the Mapuche-Pewenche territory of the Araucania Region. The methodology used for data collection was analytical-observational with a Likert-type questionnaire, applied to children in schools registered and not registered for these policies. The statements had two dimensions: the roles assumed in the transmission of knowledge by these public policies and by families respectively. The results showed that the children belonging to schools registered for these policies, expressed disagreement with most of the statements concerning the transmission of that knowledge; while the children in schools not registered for the policies considered that there was indeed transmission of knowledge. The latter result was related to the loss of valuation of this knowledge by these children. In both cases, the children recognised that knowledge is transmitted fundamentally within the family.
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/4166
dc.language.isoen
dc.publisherROUTLEDGE JOURNALS. TAYLOR & FRANCIS LTD
dc.sourceJOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT
oaire.resourceTypeArticle
uct.catalogadorWOS
uct.indizacionSSCI
uct.indizacionAHCI
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