Ser mapuche en la universidad: Condiciones de ingreso a la formación inicial docente, La Araucanía
Ser mapuche en la universidad: Condiciones de ingreso a la formación inicial docente, La Araucanía
Authors
Ortiz Velosa, Eliana
Arias Ortega, Katerin
Arias Ortega, Katerin
Authors
Date
Datos de publicación:
Revista Electrónica Educare, Vol. 23, N° 1, 1-18, 2019
Keywords
Estudiantes mapuches - Condiciones de ingreso universitario - Formación inicial de profesores
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Abstract
El artículo problematiza en factores sociales que inciden en el ingreso y permanencia de estudiantes de origen indígena pertenecientes a culturas minoritarias involuntarias en la educación superior. Sostenemos como tesis que estudiantes mapuches enfrentan problemas personales y sociales que se constituyen en tensiones interculturales que tienen su origen, entre otros factores, a causas relacionadas a la vida académica previa al ingreso a la universidad. El objetivo es describir las características demográficas, de procedencia y académicas propias de estudiantes mapuches de la Facultad de Educación de la Universidad Católica de Temuco. La metodología empleada fue el análisis estadístico descriptivo de la base de datos de la Universidad, lo que permitió la caracterización demográfica con base en las identidades territoriales de la cual provienen este estudiantado. Se llevó a cabo la triangulación de las condiciones académicas de ingreso, esto es, el promedio de notas de la educación media (NEM), con la procedencia de estudiantes y sus preferencias de formación profesional en el área de educación. Concluimos que conocer esta triada (demografía, condiciones académicas y preferencias de carrera) nos permitirá avanzar en la gestión de estrategias y pistas de acciones para apoyar a este estudiantado en su proceso de inserción en la vida universitaria.
This article problematizes social factors that affect the entry to and continuity in higher education of indigenous students who belong to involuntary minority cultures. We advocate the thesis that Mapuche students face personal and social problems that become intercultural tensions whose origin, among other factors, is related to their life before they enter the university. The article aims to describe demographic and academic characteristics, as well as origins, that are particular to Mapuche students of the Education Faculty of Universidad Católica de Temuco. The methodology used was a descriptive statistic analysis of the database of the university. The analysis allowed to draft a demographic profile based on the territorial identities of the students. It also allowed the triangulation of the academic entry conditions, reflected in the students’ average high school grades (NEM), their origin, and their preferences for professional training in the educational area. We conclude that knowing this information, demographic and academic conditions, and preferences in professional training, will allow us to progress in managing strategies and guidelines of action to support students in the process of insertion in the university life
This article problematizes social factors that affect the entry to and continuity in higher education of indigenous students who belong to involuntary minority cultures. We advocate the thesis that Mapuche students face personal and social problems that become intercultural tensions whose origin, among other factors, is related to their life before they enter the university. The article aims to describe demographic and academic characteristics, as well as origins, that are particular to Mapuche students of the Education Faculty of Universidad Católica de Temuco. The methodology used was a descriptive statistic analysis of the database of the university. The analysis allowed to draft a demographic profile based on the territorial identities of the students. It also allowed the triangulation of the academic entry conditions, reflected in the students’ average high school grades (NEM), their origin, and their preferences for professional training in the educational area. We conclude that knowing this information, demographic and academic conditions, and preferences in professional training, will allow us to progress in managing strategies and guidelines of action to support students in the process of insertion in the university life