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Reflexiones a partir de un estudio sobre Educación Intercultural y Participación en Comunidades Mapuche en la Novena Región de La Araucanía, Chile. (Spanish)
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- Author(s): Williamson, Guillermo C.; Pastrana, Jill Pinkney; Patricia, Gómez R.
- Source:
Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas; Jan2005, Vol. 13, p1-17, 17p- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: This analysis focuses on a specific dimension of the "indigenous question" in Chile: that of social participation in educational processes, specifically within the context of the current national education reform. Beginning with new understandings based on the work of the Proyecto de Investigación & Desarrollo, Gestión Participativa en Educación-Kelluwün, this paper analizes the posibilities and limites of participation, considering the particular framework of institutional structures inherited from the Military Regime, characteristics of the Education Reform, and the context of current indigenous conflicts for territorial and political rights. The Proyecto Kelluwün, using methods of Action Research and based on the principals of Paulo Freire, developed diverse experiences oriented to the augmentation of action, dialogue, critical reflection and elevating the social power of the community as an actor able to confront the local Government. The aim being the integration of Mapuche culture, language and cosmovision into the curriculum, pedagogy, organization and culture of local schools. Through the understandings generated in the process of engaged research, we interrogate the real possibilities of increasing effective participation in actual contexts. Participation, social engagement aimed at attaining the objectives of the quality and equity sought by the current educational reform as well as the expansion of community rights sought by the Mapuche in Chile. [ABSTRACT FROM AUTHOR]
- Abstract: El artículo analiza una dimensión particular de la "cuestión indígena" en Chile: la de la Participación Social en los procesos educacionales, particularmente en el contexto de la Reforma Educacional. A partir de los aprendizajes y descubrimientos del Proyecto de Investigación & Desarrollo, Gestión Participativa en Educación-Kelluwün, analiza las posibilidades y límites a la participación, en el marco de la institucionalidad heredada del régimen militar, de las características de la Reforma Educacional, de los contextos de conflicto indígena por territorio y derechos políticos. El Proyecto Kelluwün, según principios de Paulo Freire, desarrolló, a través de Investigaciones Acción Participativas, diversas experiencias orientadas a aumentar la capacidad de acción, de interlocución, de reflexión crítica y el poder social de las comunidades frente al Gobierno Local buscando que su cultura, lengua y cosmovisión se integrara al curriculum, pedagogía, gestión y cultura escolar. A partir de los aprendizajes generados en este proceso se plantean interrogantes frente a la posibilidad real de que en el contexto actual, pueda efectivamente incrementarse la participación para alcanzar los objetivos de calidad y equidad que busca la Reforma Educacional y los de ampliación de derechos culturales que busca el pueblo mapuche. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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