The family-school relationship is one of the factors considered as the cornerstone of the education process, but this consideration is a construction that aims at academic outcomes as the goal of said process. Considering the Chilean cultural and geographical multiplicity, the study seeks to observe how families belonging to the Lickanantay Nation participate in the educational processes developed in rural schools located in ancestral territories. Methodologically, a discourse analysis was conducted under the criteria of social participation and understanding of the common language within a qualitative, decolonial framework for research with indigenous peoples. The participants were parents of the Ayllu Lickanantay, who serve as guardians in a rural school. As the main conclusion, it was found that the participation of the Ayllu follows communal logics that align very well with their ways of life and understanding of the world from their political and social position, which diverge from the predominantly academic logic considered in educational and cooperative proposals.
Keywords:
rural education, family-school relationship, indigenous family
Miranda Carvajal, C. (2023). Indigenous family and rural school: participation of the ayllu lickanantay in educational processes. Revista Enfoques Educacionales, 20(2), 179–201. https://doi.org/10.5354/2735-7279.2023.73780
