Multilevel schools in an indigenous context: strengths, limitations and challenges from the perspective of teachers in La Araucanía
DOI:
https://doi.org/10.22235/cp.v17i1.2841Keywords:
school education, teaching and learning, intercultural education, indigenous culture, indigenous and tribal peopleAbstract
The article presents the main strengths, limitations and challenges of multilevel schools in an indigenous context, from the voices of teachers in La Araucanía, Chile. The methodology is qualitative and involved six semi-structured interviews with teachers. The technique for analyzing the information is content analysis in conjunction with grounded theory. The results reveal the persistence of prejudices towards indigenous families, the teachers’ lack of knowledge about local ways of knowing and the lack of competencies to develop education in an intercultural perspective. We conclude that there is a need for engagement and dialogue between the school, family and community, which would enable a revitalization of the socio-cultural identity in the teaching and learning processes.
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