Knowledge and intercultural school anchorage in mapuche context: silence, flashing and strategies in the transmission of the historical legacy

Abstract

Methodologically, the results of the Reflection Workshops, placed into practice by the researchers, demonstrate that the non-mapuche professors open discursive intersections in which the mapuche conflicts can find a space, but that they later tend to go back to traditional conceptual practices of intercultural education. On their part, the mapuche professors tend to look for alternatives so that the contextualized knowledge in recent mapuche history, can enter into circulation in the spaces of the school.