Educational Relationship Between Teacher and Traditional Educator in Bilingual Intercultural Education

dc.creatorArias-Ortega, Katerin
dc.creatorQuintriqueo, Segundo
dc.date2021
dc.date2021-10-04T18:54:31Z
dc.date2021-10-04T18:54:31Z
dc.date.accessioned2022-10-18T14:53:13Z
dc.date.available2022-10-18T14:53:13Z
dc.identifierREVISTA ELECTRONICA DE INVESTIGACION EDUCATIVA,Vol.23,,2021
dc.identifierhttp://repositoriodigital.uct.cl/handle/10925/4323
dc.identifier10.24320/redie.2021.23.e05.2847
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4444370
dc.descriptionThe objective of this article is to outline the challenges in the educational relationship between mentor teachers and traditional educators in the implementation of bilingual intercultural education (EIB, in Spanish) in Araucania, Chile. These challenges concern the inclusion of epistemic contributions from Mapuche educational knowledge, methods and wisdom in teaching the Mapuche language and culture in EIB. Establishing links between academic and Mapuche epistemic contributions enables an intercultural educational relationship defined by mutual engagement to move toward a dialogue of inter-epistemic knowledge in school. The study employs educational research based on a mixed-method methodological complementarity approach. The results reveal a Mapuche educational knowledge base present in the social memory of traditional educators, which it is appropriate to integrate into the school curriculum from an intercultural educational approach.
dc.languagees
dc.publisherUNIV AUTONOMA BAJA CALIFORNIA. INST INVESTIGACION & DESARROLLO EDUCATIVO
dc.sourceREVISTA ELECTRONICA DE INVESTIGACION EDUCATIVA
dc.subjectinterethnic relationship
dc.subjecttraditional knowledge
dc.subjecteducational methods
dc.subject
dc.titleEducational Relationship Between Teacher and Traditional Educator in Bilingual Intercultural Education
dc.typeArticle


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