Teaching of Educational Content Expressing Mapuche Values to Children in Initial Education in La Araucanía Region, Chile

Abstract

There is a lack of knowledge about Mapuche educational values among teachers in kindergartens located in indigenous territories. The object of the present work was to identify educational content expressing Mapuche values, to contribute to an epistemic base for the education of boys and girls, both Mapuche and non-Mapuche, with an intercultural perspective. The methodology used was qualitative educational research, with a focus on indigenous research, following the interpretive paradigm, through a collective study of kindergartens attended by Mapuche children in the district of Saavedra. Sixty-seven people participated: children, parents, kimches (Mapuche sages), and Initial Education professionals. The preliminary results are organized into three categories of value content: (a) educational; (b) family and community education; and (c) teaching in Initial Education. It is concluded that the teaching of Mapuche educational values in early childhood should be coordinated between kindergartens, families, and the community; some ideas for teaching these values are suggested.

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“…According to recent research, kimeltuwün is systematized in principles, methodologies, methods, and educational purposes [ 38 , 39 , 43 ]; as one of its central educational principles, it considers the following elements: (1) yamüwal ta che , refers to respect being the central axis of human–spiritual interaction; and (2) the küme che geal , which positions the affective dimension, kindness and generosity as ideal social behaviors for cohabiting a space in a community. In agreement with the aforementioned authors, it is feasible to assert that in the Mapuche educational framework, a formation of people that seeks the establishment of social interaction dynamics centered on the respect and valuation of the other is favored [ 44 ].…”

“…The findings of the present research could be related to the belief system revealed in the research of Riquelme et al [ 36 ] on emotional development in the Mapuche culture, where the school system does not consider the cultural variations between Mapuche and non-Mapuche students. This would originate from the models of upbringing the students are exposed to, such as learning to listen and observe attentively, by which students are categorized as introverted or shy, falling into assumptions or prejudices [ 44 ].…”