Arias-Ortega, Katerin; Previl, Carlo

Essential Mapuche knowledge for an eﬀective intercultural schooleducation : perspectives of traditional educators

datacite.creator	Arias-Ortega, Katerin
datacite.creator	Previl, Carlo
datacite.date	2023
datacite.rights	Acceso Abierto
datacite.subject.english	Indigenous knowledge
datacite.subject.english	Sociocultural practices
datacite.subject.english	Indigenous spirituality
datacite.subject.english	Intercultural education
datacite.subject.english	Relational ontology
datacite.title	Essential Mapuche knowledge for an eﬀective intercultural schooleducation : perspectives of traditional educators	en
dc.date.accessioned	2024-11-18T18:22:01Z
dc.date.available	2024-11-18T18:22:01Z
dc.description.abstract	This article presents traditional Mapuche knowledge that has been identified as essential in the pedagogical practices of several traditional educators (Kimche) in implementing the bilingual intercultural education program (PEIB) in Chile. This research is qualitative, and the semi-directed interview is used for gathering information. The information analysis technique is thematic analysis. The main results identify expressions of traditional Mapuche knowledge categorized based on sociocultural practices and spirituality. This knowledge, which is present in the social memory of the Kimche, is considered an essential part of their pedagogical practices to ensure cultural and territorial identity. We conclude that there is a challenge involved in incorporating this knowledge of the indigenous cosmogony and its experiential dimensions within the framework of the PEIB. This knowledge forms the basis of Mapuche experiential and community education, through which it is possible to strengthen the intercultural formation of children and young people by learning indigenous languages and cultures. The intercultural approach promotes a gateway towards engaging indigenous knowledge with contents of the school curriculum that reinforces the sociocultural identity of children through their social practices coherently with the educational pillars defined by UNESCO.	en
dc.identifier.doi	10.1080/01434632.2023.2219235
dc.identifier.issn	0143-4632
dc.identifier.issn	1747-7557
dc.identifier.uri	https://repositoriodigital.uct.cl/handle/10925/6031
dc.language.iso	en
dc.rights	Obra bajo licencia Creative Commons Atribución 4.0 Internacional
dc.source	Journal of Multilingual and Multicultural Development (J MULTILING MULTICUL)
oaire.citationEndPage	14
oaire.citationStartPage	1
oaire.citationTitle	Journal of Multilingual and Multicultural Development
oaire.fundingReference	This work was supported by the Agencia Nacional de Investigación y Desarrollo de Chile (ANID). FONDECYTInitiation Project [grant number 11200306]
oaire.resourceType	Artículo
uct.catalogador	bcm
uct.comunidad	Ciencias Sociales
uct.facultad	Facultad de Ciencias Sociales y Humanidades
uct.indizacion	ISI – Arts ans Humanities Citation Index
uct.indizacion	SCOPUS