Mapuche education and school education in Araucania: a dual educational rationality?

Detalhes bibliográficos
Autor(a) principal: Quilaqueo Rapimán, Daniel
Data de Publicação: 2016
Outros Autores: Quintriqueo Millán, Segundo, Riquelme, Enrique Hernán, Loncón Antileo, Elisa
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/3599
Resumo: This article discusses the social construction of a double rationality in the Mapuche educational knowledge. The framework refers to an epistemic base of the Mapuche educational knowledge and the notion of the relation to knowledge in which the equation embodied past and present action context equals observable practices. The methodology raises an epistemological critique of the traditional research among indigenous peoples. The results summarize the main features of dual immersion education of children and young Mapuche based on their parents’ speeches. This article concludes that Mapuche education is grounded on a double educational rationality to overcome the monolingual-monocultural Chilean school curriculum.  
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spelling Mapuche education and school education in Araucania: a dual educational rationality?Educación mapuche y educación escolar en la Araucanía: ¿doble racionalidad educativa?Éducation mapuche et education scolaire à Araucania: une double rationalité éducationnelle ?Educação mapuche e educação escolar na Araucania: dupla racionalidade educacional?Educação IndígenaMapuchesCurriculumChileÉducation IndigèneMapuchesCurriculumChileEducación IndígenaMapuchesCurriculumChileEducaciónMapuche EducationMapuchesCurriculumChileThis article discusses the social construction of a double rationality in the Mapuche educational knowledge. The framework refers to an epistemic base of the Mapuche educational knowledge and the notion of the relation to knowledge in which the equation embodied past and present action context equals observable practices. The methodology raises an epistemological critique of the traditional research among indigenous peoples. The results summarize the main features of dual immersion education of children and young Mapuche based on their parents’ speeches. This article concludes that Mapuche education is grounded on a double educational rationality to overcome the monolingual-monocultural Chilean school curriculum.  Este artículo aborda la construcción social de una doble racionalidad en el conocimiento educativo mapuche. El marco de referencia sostiene una base epistémica de conocimientos educativos mapuche y la noción de relación con el saber, donde la ecuación pasado incorporado más contexto de acción presente, es igual a prácticas observables. La metodología plantea una crítica epistemológica a la investigación tradicional realizada sobre los pueblos indígenas. Los resultados sintetizan las principales características de la doble inmersión educativa de niños y jóvenes mapuches, desde los discursos de padres de familia. Concluye que la educación mapuche se apoya en una doble racionalidad educativa para superar el currículum escolar chileno monolingüe-monocultural.  Cet article aborde la construction sociale d’une double rationalité dans la connaissance éducative mapuche. La balise de référence soutient une base épistémique de connaissances éducatives mapuche et la notion de relation avec le savoir, dans laquelle l’équation: passé incorporé plus contexte d’action présent est égale aux pratiques observables. La méthodologie propose une critique épistémologique de la recherche traditionnelle sur les peuples indigènes. Les résultats synthétisent les principales caractéristiques de la double imertion éducative d’enfants et de jeunes mapuches à partir des discours des parents d’élèves. Nous concluons que l’éducation mapuche est basée sur une double rationalité éducative afin d’aller audelà du curriculum scolaire chilien monolingue et monoculturel.   Este artigo aborda a construção social de uma dupla racionalidade no conhecimento educativo mapuche. O marco de referência sustenta uma base epistêmica de conhecimentos educativos mapuche e a noção de relação com o saber, na qual a equação passado incorporado mais contexto de ação presente é igual a práticas observáveis. A metodologia propõe uma crítica epistemológica à pesquisa tradicional realizada sobre os povos indígenas. Os resultados sintetizam as principais características da dupla imersão educativa de crianças e jovens mapuches a partir dos discursos dos pais de família. Conclui que a educação mapuche está baseada em uma dupla racionalidade educativa para superar o currículo escolar chileno monolíngue-monocultural.Fundação Carlos Chagas2016-12-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/3599Cadernos de Pesquisa; Vol. 46 No. 162: out./dez.2016; 1050-1070Cadernos de Pesquisa; Vol. 46 Núm. 162: out./dez.2016; 1050-1070Cadernos de Pesquisa; Vol. 46 No. 162: out./dez.2016; 1050-1070Cadernos de Pesquisa; v. 46 n. 162: out./dez.2016; 1050-10701980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCspahttps://publicacoes.fcc.org.br/cp/article/view/3599/pdf_1Copyright (c) 2016 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessQuilaqueo Rapimán, DanielQuintriqueo Millán, SegundoRiquelme, Enrique HernánLoncón Antileo, Elisa2022-12-07T15:02:49Zoai:ojs.publicacoes.fcc.org.br:article/3599Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexPRIhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-12-07T15:02:49Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Mapuche education and school education in Araucania: a dual educational rationality?
Educación mapuche y educación escolar en la Araucanía: ¿doble racionalidad educativa?
Éducation mapuche et education scolaire à Araucania: une double rationalité éducationnelle ?
Educação mapuche e educação escolar na Araucania: dupla racionalidade educacional?
title Mapuche education and school education in Araucania: a dual educational rationality?
spellingShingle Mapuche education and school education in Araucania: a dual educational rationality?
Quilaqueo Rapimán, Daniel
Educação Indígena
Mapuches
Curriculum
Chile
Éducation Indigène
Mapuches
Curriculum
Chile
Educación Indígena
Mapuches
Curriculum
Chile
Educación
Mapuche Education
Mapuches
Curriculum
Chile
title_short Mapuche education and school education in Araucania: a dual educational rationality?
title_full Mapuche education and school education in Araucania: a dual educational rationality?
title_fullStr Mapuche education and school education in Araucania: a dual educational rationality?
title_full_unstemmed Mapuche education and school education in Araucania: a dual educational rationality?
title_sort Mapuche education and school education in Araucania: a dual educational rationality?
author Quilaqueo Rapimán, Daniel
author_facet Quilaqueo Rapimán, Daniel
Quintriqueo Millán, Segundo
Riquelme, Enrique Hernán
Loncón Antileo, Elisa
author_role author
author2 Quintriqueo Millán, Segundo
Riquelme, Enrique Hernán
Loncón Antileo, Elisa
author2_role author
author
author
dc.contributor.author.fl_str_mv Quilaqueo Rapimán, Daniel
Quintriqueo Millán, Segundo
Riquelme, Enrique Hernán
Loncón Antileo, Elisa
dc.subject.por.fl_str_mv Educação Indígena
Mapuches
Curriculum
Chile
Éducation Indigène
Mapuches
Curriculum
Chile
Educación Indígena
Mapuches
Curriculum
Chile
Educación
Mapuche Education
Mapuches
Curriculum
Chile
topic Educação Indígena
Mapuches
Curriculum
Chile
Éducation Indigène
Mapuches
Curriculum
Chile
Educación Indígena
Mapuches
Curriculum
Chile
Educación
Mapuche Education
Mapuches
Curriculum
Chile
description This article discusses the social construction of a double rationality in the Mapuche educational knowledge. The framework refers to an epistemic base of the Mapuche educational knowledge and the notion of the relation to knowledge in which the equation embodied past and present action context equals observable practices. The methodology raises an epistemological critique of the traditional research among indigenous peoples. The results summarize the main features of dual immersion education of children and young Mapuche based on their parents’ speeches. This article concludes that Mapuche education is grounded on a double educational rationality to overcome the monolingual-monocultural Chilean school curriculum.  
publishDate 2016
dc.date.none.fl_str_mv 2016-12-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/3599
url https://publicacoes.fcc.org.br/cp/article/view/3599
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/3599/pdf_1
dc.rights.driver.fl_str_mv Copyright (c) 2016 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 46 No. 162: out./dez.2016; 1050-1070
Cadernos de Pesquisa; Vol. 46 Núm. 162: out./dez.2016; 1050-1070
Cadernos de Pesquisa; Vol. 46 No. 162: out./dez.2016; 1050-1070
Cadernos de Pesquisa; v. 46 n. 162: out./dez.2016; 1050-1070
1980-5314
0100-1574
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instname_str Fundação Carlos Chagas (FCC)
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reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
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