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CONCEPTUAL ANALYSIS article

Front. Educ.
Sec. Language, Culture and Diversity
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1425464

School contextualization with Indigenous group's socio-educational methods and pedagogies

Provisionally accepted
Daniel Quilaqueo Daniel Quilaqueo 1*Héctor Torres Héctor Torres 2
  • 1 Faculty of Education, Temuco Catholic University, Temuco, Chile
  • 2 University of the Bío Bío, Concepción, Chile

The final, formatted version of the article will be published soon.

    This article presents a method for contextualizing school education and initial teacher training, using the case of Mapuche in schools in central-southern Chile to change the ambivalence of teaching in an indigenous context. The analysis is based on a dispositionalistcontextualist theoretical framework and the results of empirical research projects on Mapuche socio-educational knowledge. It examines the co-construction of intercultural knowledge by researchers and parents. It concludes with a Mapuche educational knowledge base that can contextualize the school curriculum and teacher training plans.

    Keywords: Mapuche, Education, school education, co-construction, ambivalence

    Received: 04 May 2024; Accepted: 21 Oct 2024.

    Copyright: © 2024 Quilaqueo and Torres. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Daniel Quilaqueo, Faculty of Education, Temuco Catholic University, Temuco, Chile

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