Abstract
The manuscript seeks to problematize the implementation of intercultural education in Chile, and its functionalist character as a basis for the construction of a decolonial project of intercultural education in the Mapuche context. Through a literary review, the Mapuche family education, school education, the discontinuities established between them and how the functionalist nature of intercultural education led to the continuity of the colonial project and the monoculturalism of the State in Mapuche areas are analyzed. Given this situation, the need to move forward in the construction of a decolonial intercultural education project, that fosters the articulation between family and school education, is proposed. Finally, it is argued that said decolonial project is feasible by assuming an epistemological pluralism that supports a new way of understanding education in an indigenous context, that favours the full socio-educational development of people and abandons their assimilationist work.
Highlights
The manuscript seeks to problematize the implementation of intercultural education in Chile
how the functionalist nature of intercultural education led to the continuity of the colonial project
that fosters the articulation between family and school education
Summary
En Chile, desde la política pública se ha construido un discurso que posiciona la educación escolar como una oportunidad y motor de movilidad social. Estos modelos han incidido directamente en la discontinuidad educativa en contexto mapuche, al ser el medio de ejecución del proyecto social y político colonialista del Estado chileno, que ha buscado establecer la dominación desde los marcos sociales y epistémicos de la sociedad de origen europea occidental (Mansilla, Ponce De León y Turra, 2018). Mediante la discontinuidad educativa se ha excluido a las familias, ha negado la identidad sociocultural, ha prohibido el uso del mapunzugun –lengua mapuche- y ha construido un desprecio hacia el conocimiento mapuche en el medio escolar (Muñoz, Quintriqueo y Essomba, 2019). La escuela y la educación escolar han construido la colonialidad del ser, del saber y del poder en la racionalidad de las personas mapuches, para su asimilación a la sociedad chilena, mediante un modelo de inclusión social básica, como obreros o campesinos empobrecidos (Quintriqueo y Muñoz, 2015; Whitehead, 2017). El objetivo del manuscrito es problematizar la implementación de la educación intercultural en Chile y su carácter funcionalista, como base para la construcción de un proyecto decolonial de educación intercultural en contexto mapuche
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