Mapuche Students Research Articles

The discursive construction of Mapuche students regarding the Machi: racism, schooling, and evangelization

Resumen El racismo se expresa en la estructura de las sociedades y en las prácticas discursivas de las personas. Entre las instituciones que desde los procesos de colonialismo e imperialismo contribuyeron a la consolidación del racismo se encuentran la escuela y las iglesias. Esta investigación tiene como objetivo analizar cómo se articulan los conceptos de racismo, escolarización y evangelización en la construcción discursiva de estudiantes mapuches de educación básica en torno a la figura de la machi. En una primera etapa, se desarrolló una investigación-acción para la enseñanza de las plantas en perspectiva intercultural y, en una segunda etapa, se realizaron entrevistas semiestructuradas a dos participantes del estudio. El método de análisis se adscribe a la teoría de Bonilla-Silva, quien plantea cómo existen marcos argumentativos y patrones discursivos que dan cuenta del racismo estructural. Algunos de los marcos encontrados en esta investigación incluyen el racismo cultural, la minimización y normalización del racismo, así como también el uso de estrategias retóricas para validar testimonios negativos sobre la cultura, como el empleo de historias y testimonios. Uno de los aportes de este estudio es evidenciar cómo en las minorías también se presenta un discurso racista, producto del racismo estructural de las sociedades reproducido por instituciones como la escuela y la iglesia.

Mapuche Socioeducational Knowledge: An Ambivalent Relation with School Learning

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.

Validation of an Abbreviated Scale of the CENVI Questionnaire to Evaluate the Perception of School Violence and Coexistence Management of Chilean Students: Differences between Pandemic and Post-Pandemic.

The objective of the study was to specify an abbreviated model of the school coexistence questionnaire for non-violence (CENVI) for students from 5th to 8th grade (9 to 14 years old), in order to determine the perception of violence and management of school coexistence, and the differences between Mapuche and non-Mapuche students. A total of 1870 students from schools in the city of Temuco (Chile) responded to the CENVI questionnaire. There were two samples: (1) Pandemic, with online, face-to-face and hybrid classes; and (2) Post-pandemic, with face-to-face classes. Sample 1 consisted of 848 students aged 9 to 15 years (M = 11.90; SD = 1.27). Sample 2 consisted of 1022 students aged 9 to 14 years (M = 11.46; SD = 1.14). The questionnaire was validated using expert inter-judgment and Confirmatory Factor Analysis. A good fit of the proposed model to the data and good internal consistency measured according to the composite reliability were found, and convergent validity was demonstrated. Mapuche students perceived more physical violence and social exclusion. Cut-off points were proposed for the interpretation of the results. In the data, the effect of Coexistence Management on School Violence was null. The discussion approaches the findings from the literature on education in spaces of socio-cultural diversity in a Mapuche context.

Differences in body fractionation between indigenous and non-indigenous chilean schoolchildren

Introduction: The Mapuche is the most represented ethnic group (79.84%) among the eight native peoples of the Chilean indigenous population, however research examining body composition of aboriginal groups is scarce, including the Mapuche. Objective: To determine anthropometric and body fractionation differences between indigenous (Mapuche) and non-indigenous students in Chile. Methods: The sample included 151 indigenous students and 217 non-indigenous male students. Body fractionation was estimated using the protocol described by the International Society for the advancement of Kinanthropometry (ISAK). One-way analysis of variance (ANOVA) was used to estimate the statistical significance of differences between variables. Results: Mapuche children showed lower values for body weight (p < 0.01), height (p < 0.01) and all skinfolds, body perimeters and bone diameters evaluated compared to non-Mapuche, except for forearm circumference (p < 0.05) and transverse chest diameter (p < 0.05). Regarding body composition, the native students presented lower values of fat mass (p < 0.001), residual mass (p < 0.05) and epithelial mass (p < 0.05). However, they reach higher percentages for muscle mass (p < 0.01) and bone mass (p < 0.05) than non-indigenous students. Conclusions: Mapuche students present better scores for muscle and bone mass, while showing lower percentages of residual fat and epithelial mass with respect to non-Mapuche students from the same area of residence.

Discriminación percibida entre profesor y educador tradicional en la educación intercultural en La Araucanía, Chile

Abstract The article presents research results on the educational relationship between mentor teachers and traditional culture educators in the implementation of Programa de Educación Intercultural Bilingüe (Bilingual Intercultural Education Program, BIEP) in La Araucanía, Chile. Research methodology is mixed, in which a Likert-style scale questionnaire is applied to a total of 155 participants, of which 105 are traditional culture educators and 50 are mentor teachers. Results show practices of explicit and implicit discrimination perceived by Mapuche students in the educational relationship they establish with the teacher. Both mentor teachers and traditional culture educators recognize that an educational relationship of involvement, recognition and collaboration could reverse such discriminatory practices. We conclude that the educational relationship in school education is based on implicit and explicit forms of racism towards the teaching of indigenous language and culture at school. Thus, the discrimination perceived by tradition educators challenges the school and its historical role in the processes of subalternization of the Mapuche people. In this context, there is a need for an intercultural educational intervention that provide a relevant response to the social, cultural, and linguistic diversity present in school education. This constitutes a challenge for directors, teachers, parents, and community members to advance in an inter-epistemic dialogue, based on respect, ethics, political commitment, co-responsibility, negotiation, mediation and abandonment of biased frames of reference.

Life Trajectories and Higher Education Access for Chilean Indigenous Students: Mapuche Students in STEM and STEM-related Fields as Participants in Academic and Indigenous Cultures

ABSTRACT Various studies have sought to understand factors affecting low university retention rates of indigenous students. However, little is known about students who successfully complete undergraduate programs in STEM fields. This investigation, utilizing the life history approach, analyzed academic trajectories of 11 Mapuche graduates or near-graduates from such programs in south-central Chile. The analysis showed that students who were successful in obtaining degrees had experienced early participation in communities that encouraged an academic culture. These were constituted by their families, teachers, and friends, and participation occurred throughout their lives as they successfully negotiated their identities as indigenous and academically talented students.

Etnia mapuche y vulnerabilidad: una mirada desde los indicadores de carencialidad socioeducativa

Las comunidades mapuches han enfrentado una persiste exclusión territorial y simbólica en los servicios educativos que el Estado ha dispuesto para su población nacional. Por lo anterior, este artículo analiza la situación de vulnerabilidad socioeducativa que afecta a la población con ascendencia mapuche residente en la macrozona sur desde una perspectiva multidimensional; el diseño es cuantitativo, descriptivo y transversal. Los resultados muestran que la población mapuche cuenta con mayores niveles de ruralidad y pobreza. Entre los indicadores de carencia multidimensional, Escolaridad y Entorno registran la mayor prevalencia. En cuanto a calidad educativa, los y las estudiantes mapuches alcanzan menores puntajes en test estandarizados SIMCE y asisten mayoritariamente a establecimientos educativos municipales y que atienden a población vulnerable. Así también, comparten salón de clase con estudiantes de bajo rendimiento y dominio curricular. Las conclusiones resaltan la necesidad de atender las diferencias culturales y brechas educativas existentes para generar un sistema educativo más inclusivo con la población indígena y que brinde iguales oportunidades de acceso, permanencia y calidad.

Relación entre salud y deporte escolar desde una perspectiva intercultural, un estudio multicaso

Introducción. La salud y el deporte configuran prácticas, creencias y relaciones culturales particulares en cada contexto.Objetivo. Analizar las creencias de estudiantes inmigrantes y mapuche-huilliche sobre la relación entre deporte escolar y salud.Materiales y métodos. Se desarrolló un estudio multicaso cualitativo con enfoque etnográfico. Participaron 71 sujetos subdivididos en dos grupos: uno constituido por estudiantes inmigrantes que participaban de un programa de deporte escolar con principios comprensivos de enseñanza en España (n=47) y otro compuesto por alumnos de la etnia Mapuche-Huilliche que participaban de un programa análogo en Chile (n=24). Para la recolección de datos se aplican tres entrevistas colectivas a cada grupo.Resultados. Ambos colectivos perciben una asociación positiva entre la participación en deporte escolar y el desarrollo de la salud en diferentes dimensiones. Existen diferencias respecto a la interpretación cultural que ambos grupos otorgan al concepto salud y sus posibles relaciones con el deporte escolar. Sin embargo, en ambos contextos existen situaciones en que se considera de forma parcial la cultura de los estudiantes para trabajar sobre estos temas.Conclusiones. Estudiantes inmigrantes y mapuche-huilliche establecen creencias positivas sobre la relación entre deporte escolar y desarrollo de salud en sus diferentes manifestaciones.

Alcohol consumption among high school students from the Araucanía-Chile: ethnicity and residence

This study describes the alcohol consumption in association with residence, gender and ethnicity among high school students from the coastal area of the Araucania Region in Chile. Cross-sectional study on a population of 2,763 high school students aged bet ween 14 to 18 years. exploratory-descriptive analysis was used for all variables and inferential statistical analysis for associations among variables using 95% confidence interval for the estimates and 5% statistical significance for the statistical test. alcohol consumption reported by AUDIT test and sociodemographic records. 48.1% of students were Mapuche, mean age of 15.7 years (SD = 1.2), mostly from rural areas (50.9%). Alcohol consumption in the last month was 38.2%; 39.6% male 36.7% female (p < 0.001). 37.5% drank at least once in their life and 85% did so before age 15. 87% reported easy access to alcohol. According to AUDIT test, the levels of risk, harm and symptoms of dependence are 13.9% [95% CI: 12.6-15.2], 20.3% higher in men [95% CI: 18.2-22.5] than women 7.7% [6.4-9.3]. Mapuche students present risk consumption lower than non-Mapuche ones, 12.5% and 15.2% respectively. Urban-rural residence and risk consumption is 12.6% and 8.2% respectively (p < 0.001). The alcohol consumption was higher than that observed at the national level, and as age increases, the level of risk increases, especially in men. Alcohol risk consumption was associated with ethnicity, place of residence and gender. The fact of being non-Mapuche, urban resident and man are factors associated with the risk of alcohol con sumption among students.

SENTIDOS DE LA CULTURA. Sentidos de la cultura mapuche y el uso del mapudungun en la construcción de la identidad

&lt;p&gt;Este artículo surge como producto de una investigación sobre el análisis de los discursos de estudiantes mapuches del Liceo Guacolda, en el contexto de la Educación Intercultural Bilingüe, en Chol-Chol, quienes dan cuenta de los elementos culturales en la construcción y deconstrucción de la identidad (étnica). En el estudio se evidencian diversas tensiones entre vida cotidiana y vida escolar, entre el ser o parecer intercultural, la oposición o fortalecimiento de la identidad a través de la discriminación y de la memoria como la construcción del origen.&lt;/p&gt;

Ethnic Identity Development and Acculturation Preferences Among Minority and Majority Youth: Norms and Contact.

This article tests a longitudinal model of the antecedents and consequences of changes in identification with indigenous (Mapuche) among indigenous and nonindigenous youth in Chilean school contexts over a 6-month period (633 nonindigenous and 270 Mapuche students, Mages =12.47 and 12.80years, respectively). Results revealed that in-group norms supporting contact and quality of intergroup contact at Time 1 predicted student's changes in Mapuche identification at Time 2, which in turn predicted changes in support for adoption of Chilean culture and maintenance of Mapuche culture at Time 2; some of the relationships between these variables were found to be moderated by age and ethnicity. Conceptual and policy implications are addressed in the Discussion.

How School Norms, Peer Norms, and Discrimination Predict Interethnic Experiences Among Ethnic Minority and Majority Youth.

This research tests how perceived school and peer norms predict interethnic experiences among ethnic minority and majority youth. With studies in Chile (654 nonindigenous and 244 Mapuche students, M=11.20 and 11.31years) and the United States (468 non-Hispanic White and 126 Latino students, M=11.66 and 11.68years), cross-sectional results showed that peer norms predicted greater comfort in intergroup contact, interest in cross-ethnic friendships, and higher contact quality, whereas longitudinal results showed that school norms predicted greater interest in cross-ethnic friendships over time. Distinct effects of school and peer norms were also observed for ethnic minority and majority youth in relation to perceived discrimination, suggesting differences in how they experience cross-ethnic relations within school environments.

Formación del profesorado en la lengua y cultura indígena: una histórica demanda educativa en contexto Mapuche

Resumen Este artículo presenta resultados de una investigación que tuvo como propósito construir, junto al profesorado en ejercicio en contexto educativo y cultural Mapuche, los requerimientos que estos docentes demandan a las instituciones formadoras en función de las necesidades del contexto de desempeño. Los requerimientos actuales del profesorado se correlacionan, en perspectiva histórica, con las demandas levantadas por un grupo de profesores pertenecientes a este pueblo originario y testimoniado hacia los años 30 y 40 del siglo XX. La investigación se desarrolló desde una metodología de investigación social mixta, de carácter histórico para concentrar las demandas del profesorado Mapuche y desde la metodología comunicativa para levantar las demandas actuales del profesorado. Para este último caso también se implementó un diseño de investigación mixto, de tipología secuencial e integrada que utilizó distintas técnicas de recolección de información durante su desarrollo (cuestionario comunicativo, entrevista comunicativa y grupo de discusión comunicativo). Los resultados de ambos corpus de requerimientos confluyen en demandar un profesorado con formación en la lengua y cultura Mapuche, que le permita dar cuenta de las características culturales y lingüísticas del estudiantado originario que asiste al sistema escolar, es decir abogan por la presencia de un cuerpo docente con habilitación profesional para desarrollar procesos pedagógicos con pertinencia cultural.

Developing a Project to Investigate the Introduction of ICT to Mapuche Students in Chile

The article describes the design of a study, using aspects of Actor Network Theory (ANT), to provide a level of understanding of how Mapuche students in Chile have shaped information and communication technology (ICT) to meet their needs, whether these are cultural, educational, work or other. The investigation aimed to analyse the impacts experienced by the Mapuche students as a result of the introduction of ICTs into schools where the predominant school population is composed of Mapuche students. The study described is still on-going and this article describes how it was set up and developed and how it is proceeding. A later article will describe more of the results.

Ethnic Discrimination against Mapuche Students in Urban High Schools in the Araucanía Region, Chile

Ethnic or racial discrimination towards children and adolescents at schools is of concern in many contexts around the world because it is associated with diverse psychosocial, behavioural, emotional, and identity problems. The purpose of this study was to identify the types of ethnic discrimination experienced by indigenous Mapuche adolescents in schools in Chile. The study was qualitative in nature and two techniques were used: semi-structured interviews and focus groups involving an ‘indicative’ sample of 80 participants (30 students and 50 teachers) from three urban high schools in the Araucania Region, Chile. Three modes of ethnic discrimination were identified: verbal, behavioural-attitudinal and institutional. A ‘non virtuous cycle’ of discrimination is suggested. It originates with teachers’ prejudiced attitudes that lead to attributions of deficit among Mapuche adolescents. When these attributions are activated, they lead to a diminished sense of competence, avoidance and segregation among Mapuche students who then withdraw from active participation in learning, which perpetuates and confirms teachers’ prejudice and attributions. Recommendations for the educational system, schools, and teachers are discussed to diminish the manifestation of ethnic discrimination at schools and its negative consequences for indigenous adolescent population.

Factores asociados a la deserción/retención de los estudiantes mapuche de la Universidad de la Frontera e incidencia de los programas de apoyo académico

As a regional institution, Universidad de La Frontera enrolls students from disadvantaged public schools and low income households and an important proportion of these students belong to Mapuche communities. In this context, the present study aims to identify factors associated to dropout and retention rates among Mapuche students of Universidad de La Frontera as well as evaluate the impact of academic support programs. The data analysis has identified the type of school as a significant variable to identify risk of dropping out the university during the first year, although it loses significance for students after the third year. On the other hand, the most disadvantaged students who participate in academic support programs show better indicators for retention and graduation.