An overview of Indigenous peoples in Chile and their struggle to revitalise their native languages: the case of Mapudungun

Abstract

Languages are not just sets of words. They are powerful tools essential to carry history, traditions, culture and wisdom. In Latin America, Mapudungun, the native language of Mapuche people – the largest ethnic group in Chile – can be threatened. A substantial linguistic shift has characterised the panorama of native languages of the current territory. However, language and education policies have been insufficient for their preservation. This article analyses Mapudungun from a general historical perspective to define Indigenous communities’ experience in the country: insufficient state support for revitalising their languages and decolonising the Chilean national curriculum. An overview of Mapudungun in the last century is provided by explaining relevant linguistic and educational policies. The PEIB (Intercultural Bilingual Education Programme), a linguistic and educational policy in Chile, is considered in depth. It aims to improve the quality and relevance of learning from curricular contextualisation. It also seeks to teach Indigenous children their culture, traditions and languages. However, the lack of support for traditional educators and the decontextualised curriculum have further impoverished their background and increased the gap between native peoples’ languages and Chilean society. The article ends with a call to policymakers to recognise the importance of the construction of Chilean identities.

Dual educational rationality and acculturation in Mapuche people in Chile

“…However, the lack of support for traditional educators and the decontextualized curriculum have limited their positive impact. These bilingual programs do not decrease differences and conflict between native peoples’ languages and Chilean mainstream culture ( Santiagos and Quiroga-Curín, 2022 ). Another criticism is that a new “color blind” and “color dumb” racism is embedded in educational systems—and reproduced by teachers and peers in schools.…”

Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile

“…Chile also has a history of colonisation. Indigenous groups in Chile were forced to convert to Catholicism and give up their beliefs, customs and traditional ceremonies (Moya-Santiagos & Quiroga-Curin, 2022). The adoption of Spanish as an official language in schools is part of the heritage of colonisation in Chile.…”

“…More recently, Chile suffered the social consequence of the dictatorship period (Connell, 2007); this had effects in education contexts, such as the number of adults who were unable to complete their education, and also in the setbacks experienced by Indigenous peoples in legislative processes. Indigenous people were denied in the Chilean Constitution, and, consequently, they were not mentioned in education policies until the return to democracy (Moya-Santiagos & Quiroga-Curin, 2022).…”

“…The intercultural program is currently implemented; however, it has been criticised as being assimilationist and palliative (Moya-Santiagos & Quiroga-Curin, 2022). Another issue with the intercultural program is the lack of educators with the necessary knowledge to implement it (Becerra-Lubies & Fones, 2016).…”