MAPUCHE CULTURAL VALUES. CONTRIBUTIONS FOR AN INTERCULTURAL SCHOOL CURRICULUM

Abstract

In this article, the following objective is developed: Analyze the inclusion of Mapuche cultural values for an intercultural school curriculum in schools inserted in the Mapuche communities of the Araucanía region. For this, a qualitative descriptive methodological approach was used, based on the hermeneutical paradigm. The design is part of a multiple case study. The in-depth interview was used to collect information, which was analyzed using Atlas-ti software version 7.5. The results of the study reveal that it is imperative to incorporate the Mapuche cultural values, such as nature, mapuzugun, family, natural medicine, identity, traditions, sociocultural activities, spiritual beliefs, music, and dance, in the school curriculum that operates in schools that are located in Mapuche communities, in order to recognize and understand the Mapuche culture and improve teaching and learning processes from a contextualized perspective. For this, educational and curricular projects should be generated from an intercultural approach where the entire Mapuche and non-Mapuche educational community actively participates from a dialogical posture, which would contribute to the enrichment of education, from the cultural pertinence of knowledge and the pedagogical methods used by teachers. Indeed, it is possible to conclude that from an epistemic level the Mapuche cultural values would overcome in part difficulties such as an education focused on technical rationality, with a discriminatory, controlling, taxing and therefore dehumanizing nature, which has historically generated a monocultural education in schools for students from Mapuche and non-Mapuche origins.