Abstract

This study seeks to identify Mapuche educational procedures and knowledge with the goal of contextualizing the educational management of schools in indigenous territories in central -southern Chile. A qualitative methodology was employed, involving 28 local stakeholders through talks, semistructured interviews, and discussion workshops. Fieldwork was conducted over 14 months from 2018 to 2019. The results display dimensions that lead to a rethinking of the school system from a spiritual, territorial, and sociopolitical perspective. This calls into quest ion the monoculturalism of educational management and the asymmetric power relations put in place by a colonial and colonizing education of indigenous people.