Kupan and Tuwun as Source of Knowledge to Contextualize the Intercultural Education in Mapuche territories

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datacite.alternateIdentifier.citationREVISTA INTERNACIONAL DE EDUCACION PARA LA JUSTICIA SOCIAL,Vol.11,13-30,2022
datacite.alternateIdentifier.doi10.15366/riejs2022.11.1.001
datacite.creatorMunoz, Gerardo
datacite.creatorQuintriqueo, Segundo
datacite.creatorTorres, Hector
datacite.creatorGalaz, Alberto
datacite.date2022
datacite.subject.englishSolute of knowledge
datacite.subject.englishSchooling
datacite.subject.englishIntercultural education
datacite.subject.englishMapuche education
datacite.subject.englishChile
datacite.titleKupan and Tuwun as Source of Knowledge to Contextualize the Intercultural Education in Mapuche territories
dc.date.accessioned2022-09-01T18:19:20Z
dc.date.available2022-09-01T18:19:20Z
dc.description.abstractThe aim of this manuscript is to describe the kupan and tuwun as funds of knowledge for the articulation of the family and school education in the contexts of the Mapuche communities. The applied methodology was qualitative research, taking into consideration the input from the indigenous research. The study context was five Mapuche communities from the La Araucania and Biobio regions (Chile) and the participants were ten kimche (wise men). The research instrument was the semistructured interview with a content analysis. The results indicate that the kupan refers to a parental group as the root of origin, socio spiritual heritage, vital support, and structural axis of the Mapuche social organization. The tuwun refers to a person's territorial origin, upon which social, spiritual, and affective representations are built, which affect the people's interaction with their environment and the use of the territory. Thus, the kupan and tuwun are articulated funds of knowledge, which support the construction of their own sociocultural identity, the interpretation of the historical events that configure the current social reality and structure the processes of the Mapuche socio territorial claim. Finally, its incorporation into schooling favors the contextualization and decolonization of intercultural education.
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/4695
dc.language.isoes
dc.publisherUNIV AUTONOMA MADRID. FAC FORMACION PROFESORADO & EDUCACION
dc.sourceREVISTA INTERNACIONAL DE EDUCACION PARA LA JUSTICIA SOCIAL
oaire.resourceTypeArticle
uct.indizacionESCI
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