Factors that difficult the educational relationship between school education and knowledge Mapuche

Abstract

This study sought to describe the factors that impede the educational relationship between school education and Mapuche knowledge in schools located in intercultural contexts of the coastal area of La Araucanía. A qualitative design was proposed at the descriptive level, based on a case study. The data collection techniques used were semi-structured interviews and focus group. The evidence shows the presence of a monocultural curriculum, due to the scarce incorporation of Mapuche cultural knowledge rooted in the family environment. Likewise, teaching practices are based on western culture and anchored in behaviorism. In addition, there is absence of collaborative work due to the lack of leadership in school's board of directors, since their functions are focused on administrative aspects, and on the control of activities. Finally, there is little generation of educational projects to include the Mapuche community in the activities of the school. It is concluded that the school does not constitute a space to articulate school knowledge with the Mapuche cultural knowledge.