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- Title
Representaciones de estudiantes sobre el conflicto mapuche en Chile y Argentina.
- Authors
Sanhueza-Rodríguez, Alexis; Jara, Miguel Ángel
- Abstract
This research article analyzes the representations of primary education students in Chile and Argentina regarding the conflict between the states of Chile, Argentina, and the Mapuche people. The study reveals that the teaching of history does not contribute to the understanding of this problem. Previous research shows that the Mapuche people are negatively represented in the curriculum and school textbooks. The study seeks to rethink the purposes of history education in relation to contemporary issues. It is mentioned that these investigations have determined that the presence of the Mapuche people in the curriculum focuses on the colonial past, invisibilizing their present and the existing relations of domination. The results of the research on student representations have been divergent, some mention that the teaching of history does not allow for understanding the problem between the Mapuche people and the state, while others argue that it is the main source to learn about the Mapuche people. It is also mentioned that the teaching of history can reinforce episodes of discrimination and stereotypes about the indigenous people. The study seeks to analyze the representations of primary education students in Chile and Argentina regarding the role of history education in understanding the conflict between Chilean, Mapuche, and Argentine societies. The article presents a study on the social representations of Chilean and Argentine students regarding the Mapuche people and the role of history education. The results revealed that students perceive history education as something outdated and folklorized, focusing on the past, wars, and cultural aspects of the Mapuche people. These social representations influence the way students understand and relate to the Mapuche people today. The article analyzes the representations of Chilean students regarding history education and Mapuche culture. Students express their interest in learning about the culture and daily life of the Mapuche people in the past, as well as understanding dates and wars. They also highlight the importance of teachers being specialized in the subject and using appropriate teaching resources. Students perceive a relationship of exploitation and harm by Chilean society towards the Mapuche people and express the desire for the rights of the latter to be recognized and respected. The article analyzes the social representations of Argentine students regarding history and social sciences education. It is highlighted that students consider history education to be fundamental for understanding the past, but it does not address current problems, such as conflicts with the Mapuche people. Students express the need to learn about the present and establish connections between the past and the present. It is concluded that history education in Argentina focuses on the past and does not contribute to thinking historically about the present or proposing actions for a better future. The article focuses on the importance of incorporating the narratives of Mapuche protagonists in history education in Chile and Argentina. Students recognize the need to develop alternative narratives based on the social memory of indigenous peoples. The importance of training teachers who are prepared for diverse social and cultural contexts and who include other voices in education is emphasized. This line of research has theoretical and practical implications for teacher training and the development of critical thinking and global citizenship. The article "Purposes of history education in future teachers" analyzes the importance of history education in teacher training. Other studies related to qualitative research and grounded theory are mentioned. The interdisciplinary approach in the teaching of social and human sciences is also addressed, as well as the importance of social representation in educational research. In addition, the social invisibility of the Mapuche people in history and social sciences education in Chile and Argentina is discussed. The cited documents are articles.
- Subjects
ARGENTINA; CHILE; TEACHER development; MAPUCHE (South American people); SOCIAL sciences education; HISTORY of education; HISTORY education; ORGANIZATIONAL citizenship behavior
- Publication
Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 2023, Vol 21, Issue 3, p1
- ISSN
1692-715X
- Publication type
Article
- DOI
10.11600/rlcsnj.21.3.5635