Encounters and Disagreements Between Indigenous Family Education and School Education: Narrative Reviews
Tallennettuna:
| Julkaisussa: | Behavioral Sciences vol. 15, no. 11 (2025), p. 1502-1517 |
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| Päätekijä: | |
| Muut tekijät: | , |
| Julkaistu: |
MDPI AG
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| Aiheet: | |
| Linkit: | Citation/Abstract Full Text Full Text - PDF |
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MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3275502019 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2076-328X | ||
| 024 | 7 | |a 10.3390/bs15111502 |2 doi | |
| 035 | |a 3275502019 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231431 |2 nlm | ||
| 100 | 1 | |a Godoy-Leal, Fabiola |u Department of Health, Facultad de Salud, Mendoza, Universidad Santo Tomás, Los Angeles 4430000, Chile | |
| 245 | 1 | |a Encounters and Disagreements Between Indigenous Family Education and School Education: Narrative Reviews | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Review | ||
| 520 | 3 | |a In Chile, school education was established in indigenous territories with the aim of homogenizing knowledge in the education of children within a Western framework; this process has resulted in the denial of the education of indigenous families. The objective of this article is to reflect on the objectives of indigenous family education and school education at all levels for the training of new generations, revealing the potentialities of articulation between both forms of knowledge in education from an epistemological pluralism through a narrative review. To this end, a theoretical and empirical review was carried out in the Scopus, Scielo, and Scholar databases of the last decade. The article’s reflection includes encounters in the family–school relationship in indigenous territory, the involvement in horizontal educational processes for the construction of knowledge, and access to improve the socioeconomic situation of the students. However, there are disagreements with Western schooling that annul the social and cultural aspects of indigenous students’ origin. It concludes by proposing educational strategies such as (a) incorporating indigenous scholars into the teaching–learning processes, (b) contextualizing education, and (c) the articulation of contents and methods specific to the territory in the school system, so that it responds to the ways of teaching and learning from the sociocultural logic itself. | |
| 651 | 4 | |a Chile | |
| 653 | |a Teaching | ||
| 653 | |a Higher education | ||
| 653 | |a Native peoples | ||
| 653 | |a Culture | ||
| 653 | |a Epistemology | ||
| 653 | |a Native students | ||
| 653 | |a Curricula | ||
| 653 | |a Knowledge | ||
| 653 | |a Families & family life | ||
| 653 | |a Eurocentrism | ||
| 653 | |a Multiculturalism & pluralism | ||
| 653 | |a Colonialism | ||
| 653 | |a Learning | ||
| 700 | 1 | |a Arias Ortega Katerin |u Department of Psychology, Facultad Ciencias de la Salud, Campus San Francisco, Universidad Católica de Temuco, Temuco 4780000, Chile; karias@uct.cl | |
| 700 | 1 | |a Riquelme, Mella Enrique |u Department of Education, Facultad de Educación, Campus Juan Pablo II, Universidad Católica de Temuco, Temuco 4780000, Chile; eriquelme@uct.cl | |
| 773 | 0 | |t Behavioral Sciences |g vol. 15, no. 11 (2025), p. 1502-1517 | |
| 786 | 0 | |d ProQuest |t Science Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3275502019/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3275502019/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3275502019/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |