Curriculum and decolonization: Construction of a emerging critical curriculum on a Communitarian Mapuche Lafquenche Primary School, Llaguepulli, Región de la Araucanía (Chile)
Authors
Rolando Pinto Contreras
Pontificia Universidad Católica de Chile
In the conservative political context of the National Education of Chile, in 2010 the interest of some Mapuche Lafquenche communities of Llaguepulli, from Araucanía Region (Chile) arose to affirm their ancestral cultural identity and develop an Indigenous Curriculum for their Community Primary Schools, to rescue the ancestral knowledge and life practices of the Mapuche people.
In this constructive experience, which lasted 8 years (2011-2018), we had the epistemological and political concern not to reproduce the instrumental technical rationality that would have meant continuing with a neocolonialist vision, which has always had, at least in Chile, the action of design and develop curricula different from the official one.
With this article, we collect part of that experience and reflect it as "contributions to a decolonizing curricular policy" that makes education more relevant to the needs and interests of liberation, in this case, of the Mapuche Lafquenche people.
Keywords:
Decolonized public education, Emergent critical curriculum, Interactive and intercultural Curriculum Construction, Ancestral Mapuche Lafquenche culture
Pinto Contreras, R. (2020). Curriculum and decolonization: Construction of a emerging critical curriculum on a Communitarian Mapuche Lafquenche Primary School, Llaguepulli, Región de la Araucanía (Chile). Revista Enfoques Educacionales, 17(2), 39–58. https://doi.org/10.5354/2735-7279.2020.60635
