Transiciones curriculares en educación intercultural: Desde el rock y el hip-hop, al canto tradicional mapuche (ül)

Abstract

From a qualitative approach and a performative analytical perspective, we surveyed the presence of various musical languages, taking as case of study the traditional Mapuche educators who incorporate curricular devices in schools with bilingual education programs (EIB), in Puerto Montt, Chile. Our main reflections point to survey decolonization strategies applied in the classroom, which appeal to the growth of musical repertoire extending the traditional notion of the Mapuche song (ül). For traditional teachers, this new notion includes some epewkantun.