Escuela multinivel en contexto indígena: fortalezas, limitaciones y desafíos  desde la perspectiva de los profesores en La Araucanía

Katerin Arias-Ortega; Natalia Díaz Alvarado; Daniela Catrimilla Castillo; María José Saldías Soto

doi:10.22235/cp.v17i1.2841

Authors

Katerin Arias-Ortega Universidad Católica de Temuco https://orcid.org/0000-0001-8099-0670
Natalia Díaz Alvarado Universidad Católica de Temuco https://orcid.org/0000-0001-6838-8345
Daniela Catrimilla Castillo Universidad Católica de Temuco https://orcid.org/0000-0002-3783-811X
María José Saldías Soto Universidad Católica de Temuco https://orcid.org/0000-0002-1198-6421

DOI:

https://doi.org/10.22235/cp.v17i1.2841

Keywords:

school education, teaching and learning, intercultural education, indigenous culture, indigenous and tribal people

Abstract

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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