Abstract
This manuscript discusses the impact of colonialism on indigenous peoples' education, specifically focusing on the Mapuche people. Highlights how the Chilean State's actions, such as the occupation of Mapuche territories and the imposition of its education system, have led to socioeducational and cultural ambivalence within schools. This ambivalence arises from the disconnect between Mapuche students' family-based education and the ignorance of teachers regarding their cultural background. The text explores the tension between different types of knowledge and emphasizes the need for intercultural dialogue and recognition of indigenous epistemes within the education system searching for a more inclusive and intercultural approach to education.
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