Indigenous socio-educational recognition in the construction of intercultural knowledge dialogues in education
Indigenous socio-educational recognition in the construction of intercultural knowledge dialogues in education
Authors
Cuevas, Hector Torres
Rapiman, Daniel Quilaqueo
Rapiman, Daniel Quilaqueo
Profesor GuĆa
Authors
Date
Datos de publicaciĆ³n:
10.1080/2331186X.2024.2396187
COGENT EDUCATION,Vol.11,2024
COGENT EDUCATION,Vol.11,2024
Tipo de recurso
Article
Keywords
Materia geogrƔfica
Collections
Abstract
This article aims to analyze indigenous socio-educational knowledge to build an intercultural knowledge dialogue in the school curriculum, using educational experience from a Mapuche context in Chile. Based on the knowledge of teachers, indigenous scholars, and parents, the article outlines three ways to guide the construction of a knowledge dialogue when implementing intercultural education. The methodology uses a comprehensive interpretative paradigm. The results reveal that indigenous socio-educational recognition for intercultural knowledge dialogue in an educational environment is essential for changing the school's epistemological colonialism, monoculturalism, and disconnect from the territory. The work highlights the importance of exploring the potentialities of intercultural dialogue to overcome the socio-educational and socio-cultural ambivalence of actors in the school setting, as well as the hegemony of a Eurocentric curriculum. Thus, the contribution to the educational debate is linked to the presentation of contextualized and intercultural guidelines that serve as references for the actors in the educational field, in the challenge of achieving decolonized coexistence.