Abstract

The tension among the curricular bases in the Chilean Education and its implementation in schools, constituted the study object problem. This generated a study by means of qualitative methods on the representations of the faculty of the new curricular bases, in the mapuche rural context connoting to the education in vulnerability conditions and cultural diversity. Hence the necessity to overcome educational teachers in such bases and their contextualization to the rural mapuche reality, in those that the biggest challengeresides in powered an inclusive educational attention and diversified in relation with the new curriculum.