La identidad negada: historia y subalternización cultural desde testimonios escolares mapuche

Turra, Omar; Catriquir, Desiderio; Valdés, Mario J.

doi:10.1590/198053143644

Cited by 7 publications

(6 citation statements)

References 2 publications

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“…En concordancia con los autores mencionados, Turra et al (2017) señalan que a lo largo de la enseñanza de la historia nacional los pueblos originarios han sufrido un proceso de devaluación de su identidad y formas culturales, "por medio de distorsiones, estereotipos y caricaturización de sus modos de vida" (347), que no contribuyen a una representación objetiva de su identidad. En ese sentido, las categorías identitarias que las ilustraciones y fotografías han construido y narrado conforman un cuerpo representacional con connotaciones pedagógicas, puesto que han contribuido a enseñarnos, de una forma distorsionada, cómo son, cómo debemos ver, y lo que es más importante, qué trato merece el pueblo mapuche.…”

Section: La Construcción Identitaria Del Indígena Como Un Subordinadounclassified

Autorrepresentación identitaria a través de las artes visuales: la experiencia del Taller de Fotografía Infantil Mapuche

Mela¹

2021

Cuad. Músic. Artes Vis. Artes Escén.

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El presente artículo reflexiona sobre la experiencia del Taller de Fotografía Infantil y Mapuche como una práctica de autorepresentación identitaria a través del arte. El taller que tuvo una metodología cualitativa se realizó en la ciudad de Santiago de Chile y tuvo como propósito entablar un diálogo sobre la capacidad de la imagen artística y fotográfica para elaborar un nuevo relato de la identidad mapuche en el escenario urbano. Los/as niños que participaron del proyecto indagaron en sus experiencias familiares y personales para construir una imagen mapuche basada en sus imaginarios visuales. El resultado del taller fue una serie de retratos que habilitan nuevas miradas y lecturas al fenómeno de la identidad étnica desde una perspectiva y posicionamiento de los/las retratados/as. Las imágenes recreadas conforman microrelatos que se oponen al gran relato identitario de la sociedad que, en el caso de la identidad mapuche, impone estigmas y estereotipos.

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Section: La Construcción Identitaria Del Indígena Como Un Subordinadounclassified

Autorrepresentación identitaria a través de las artes visuales: la experiencia del Taller de Fotografía Infantil Mapuche

Mela¹

2021

Cuad. Músic. Artes Vis. Artes Escén.

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“…This has sometimes led to resistance and rejection by immigrant students in both contexts ( Lara, 2017 ; Carrillo-Sánchez, 2021 ). The situation of Chilean indigenous peoples is historically similar, as the school has systematically imposed the hegemonic culture through a monocultural curriculum that does not provide space for the customs, beliefs and ancestral knowledge of the ethnic groups ( Breidlid and Botha, 2015 ; Turra et al, 2017 ). Specifically, Mapuche ethnic groups for decades have suffered a significant weakening of cultural identity through school education, consistently forcing them to deny their linguistic, bodily and educative practices ( Carter-Thuillier et al, 2018 ; Caqueo-Urízar et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study

et al. 2023

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This research aimed to understand the role of after-school sports programs in social inclusion processes in culturally diverse contexts through a multicase study within two locations. The first location was in Spain where immigrant and Spanish students were enrolled, and the other was in Chile with Mapuche-Huilliche students, immigrant and Chilean students. The implemented programs at both sites were similar in their educational focus on socio-educational values, and teaching models (hybridization of teaching games for understanding and cooperative learning) that enhance social inclusion. Using individual and group interviews with teachers, sports coordinators, parents, and students, a qualitative approach was used to identify the factors that facilitate or hinder the social inclusion processes. In addition, the researchers used qualitative observations of the programs over six months using “notes logbook” to record their impressions during the observation process. Results indicated that the implemented sports programs successfully facilitated social inclusion processes, enabling the development of interpersonal skills and relationships between students from different cultural backgrounds. The previous training and experiences of teachers in culturally diverse contexts, and incorporation of traditional sporting games from all cultures, seems to be an important facilitator factor for the inclusion potential of the implemented programs.

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“…;PAGÈS;SANT, 2012;PAGÈS, 2011). Nevertheless, other research has looked into the effects that teaching centered in political and military facts has on invisible groups and, furthermore, which knowledge can invisible groups bring to the teaching of History (SANHUEZA; PAGÈS; GONZÁLEZ-MONFORT, 2019b;SANHUEZA et al, 2018;TURRA;CATRIQUIR;VALDÉS, 2017).…”

Section: Introductionmentioning

confidence: 99%

The social invisibility of Mapuche people in the teaching of History in Chile

Rodríguez

Blanch²,

Monfort

et al. 2022

Educ. Pesqui.

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This article proposes a substantive theory intended to explain the Mapuche people’s social invisibility phenomenon in the History and Social Sciences school curriculum, based on what elementary school teachers think, say and do in Chile. The research method was designed using Grounded Theory through its systematic and reflexive modality.This study was developed by means of a triangulation method combining questionnaires, interviews and participant observations, applied to elementary school teachers. The investigation integrated the different elements of Grounded theory into an organizational scheme that included the structure proposed by Strauss and Corbin (2002) and the research process for the purpose of developing our theory. The data codification process was conducted with the help of ATLAS.ti software. The results show an oficial knowledge policy that operates within the curriculum and makes the Mapuche history and memory invisible in the History school curriculum. Furthermore, there are certain mechanisms that intervene in the maintenance of this social invisibility, such as standardized tests, the professional development of elementary school teachers and the educational community.

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La identidad negada: historia y subalternización cultural desde testimonios escolares mapuche

Cited by 7 publications

References 2 publications

Autorrepresentación identitaria a través de las artes visuales: la experiencia del Taller de Fotografía Infantil Mapuche

Autorrepresentación identitaria a través de las artes visuales: la experiencia del Taller de Fotografía Infantil Mapuche

After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study

The social invisibility of Mapuche people in the teaching of History in Chile

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