ABSTRACT
This article describes and compares perspectives on the integration of Mapuche knowledge both in school and family education from the point of view of parents, students and education professionals at schools of the Ninth Region of La Araucanía, Chile. The implications of a monocultural curriculum and training of Mapuche children were analysed, considering different logics of knowledge and educational abilities. The methodology used was a descriptive-comparative educational research. The study involved 455 students, 39 education professionals, 148 parents, and 48 sages from Lafkenche and Pewenche territorial areas. Results show differences in valuing Mapuche educational knowledge in schools and inside families, including territory concept, roles, and Mapuche language domain. We conclude that contextualized pedagogical practices may be an alternative to create a dialogue of knowledge on the basis of intercultural educational approach in school formation.
KEYWORDS:
indigenous knowledge; school knowledge; school curriculum; contextual epistemology; intercultural education