Percepciones acerca del rol de las comunidades mapuche en un jardín intercultural bilingüe

Abstract

In the context of intercultural bilingual education in Chile and theoretical approaches that conceive communities as central to the learning process. The purpose of this research is to examine the perceptions of preschool teachers towards the role of Mapuche communities in an intercultural and bilingual preschool, and what is the possible impact of their participation in the teachers learning processes. Using a case study and a qualitative methodology, we conducted eigth in-depth interviews and collected public policy documents. In the analysis, three categories emerged: perceptions and commitment towards diversity; professional identity, and knowledge about mapuche language and culture. Considering the lack of teacher programs for intercultural and bilingual education in Santiago de Chile, the findings conclude that it is significant to study in-service teachers knowledge and the potential role of communities in teachers' learning.