School contextualization with indigenous group's socio-educational methods and pedagogies
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Date
Authors
QUILAQUEO RAPIMAN, DANIEL RENE
Quilaqueo, Daniel
Torres, Hector
Quilaqueo, Daniel
Torres, Hector
Authors
Date
Datos de publicación:
10.3389/feduc.2024.1425464
Keywords
Mapuche - education - school education - co-construction - ambivalence
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Abstract
This article presents a method for contextualizing school education and initial teacher training, using the case of Mapuche in schools in central-southern Chile to change the ambivalence of teaching in an indigenous context. The analysis is based on a dispositionalist-contextualist theoretical framework and the results of empirical research projects on Mapuche socio-educational knowledge. It examines the co-construction of intercultural knowledge by researchers and parents. It concludes with a Mapuche educational knowledge base that can contextualize the school curriculum and teacher training plans.
Description
Keywords
Mapuche , education , school education , co-construction , ambivalence
Citation
10.3389/feduc.2024.1425464