Educación familiar e intercultural en contexto mapuche: hacia una articulación educativa en perspectiva decolonial
Educación familiar e intercultural en contexto mapuche: hacia una articulación educativa en perspectiva decolonial
Authors
Muñoz Troncoso, Gerardo
Authors
Date
2021
Datos de publicación:
Estud. pedagógicos, Vol. 47, N° 1, 397-407, 2021
Keywords
Educación familiar mapuche - Educación intercultural - Discontinuidades educativas - Decolonialismo - Pluralismo epistemológico
Collections
Abstract
El manuscrito busca problematizar la implementación de la educación intercultural en Chile y su carácter funcionalista, como base para la construcción de un proyecto decolonial de educación intercultural en contexto mapuche. A través de una revisión literaria, se analiza la educación familiar mapuche, la educación escolar, las discontinuidades que entre ambas se establecen y cómo el carácter funcionalista de la educación intercultural propició la continuidad del proyecto colonial y el monoculturalismo del Estado en áreas mapuches. Ante esta situación, se propone la necesidad de avanzar en la construcción de un proyecto decolonial de educación intercultural que propicie la articulación entre la educación familiar y escolar. Finalmente, se sostiene que, dicho proyecto decolonial es factible al asumir un pluralismo epistemológico que sustente una nueva forma de comprender la educación en contexto indígena, que propicie el pleno desarrollo socio-educativo de las personas
y abandone su labor asimilacionista.
The manuscript seeks to problematize the implementation of intercultural education in Chile, and its functionalist character as a basis for the construction of a decolonial project of intercultural education in the Mapuche context. Through a literary review, the Mapuche family education, school education, the discontinuities established between them and how the functionalist nature of intercultural education led to the continuity of the colonial project and the monoculturalism of the State in Mapuche areas are analyzed. Given this situation, the need to move forward in the construction of a decolonial intercultural education project, that fosters the articulation between family and school education, is proposed. Finally, it is argued that said decolonial project is feasible by assuming an epistemological pluralism that supports a new way of understanding education in an indigenous context, that favours the full socio-educational development of people and abandons their assimilationist work.
The manuscript seeks to problematize the implementation of intercultural education in Chile, and its functionalist character as a basis for the construction of a decolonial project of intercultural education in the Mapuche context. Through a literary review, the Mapuche family education, school education, the discontinuities established between them and how the functionalist nature of intercultural education led to the continuity of the colonial project and the monoculturalism of the State in Mapuche areas are analyzed. Given this situation, the need to move forward in the construction of a decolonial intercultural education project, that fosters the articulation between family and school education, is proposed. Finally, it is argued that said decolonial project is feasible by assuming an epistemological pluralism that supports a new way of understanding education in an indigenous context, that favours the full socio-educational development of people and abandons their assimilationist work.