Abstract

This article analyzes epistemes of Mapuche family education obtained from parents in communities of the La Araucanía region of Chile from a perspective of dialogue of knowledge with school education. The production of Mapuche knowledge is considered an epistemological critique of the Western monoculturalism of the school curriculum. The methodology used is qualitative research and it is based on Grounded Theory. The results show intra-family and intra-community education, and processes that imply a double immersion in Chilean society. It is concluded that education is organized considering methods constructed with the logic of Mapuche educational knowledge, as a contribution to a dialogue with Western hegemonic knowledge.