Intercultural Epistemological Pluralism in Schools located in Mapuche Communities, Chile

Abstract

Educational experiences in schools located in Mapuche communities in La Araucanía, Chile, are analyzed. The methodology is qualitative, considering a documentary-descriptive approach, with a content analysis that unveils explicit and latent nuclei of meaning about about how epistemological pluralism is implemented in the school in indigenous territory. The results allow the identification of three categories of analysis: curricular contextualization, community participation and teaching of the indigenous language, that allow us to study the depth with which interculturality is implemented. The main conclusions allow us to sustain that monocultural pedagogical practices persist that deny family and community participation in schools. This is limiting for advancing in the mainstreaming of interculturality, from an epistemological pluralism in the school curriculum, so it is urgent to promote family-school-community linking practices.