Abstract

The present article addresses teachers’ perception of the new Basic Curricula for Chilean primary education in multigrade rural schools of the Fundación del Magisterio de La Araucanía, Chile. In particular, the article is focused on the implementation of such curricula in the rural context of the Mapuche. The results obtained allow for generation of quality improvement actions by returning to the importance of education in rural contexts of high vulnerability and cultural diversity, as they promote learners’ attention to the new curriculum. Data collection techniques corresponding to a qualitative research approach are used in the participation of twenty teachers from multigrade rural schools. The results justify the need to promote teacher professional development regarding the contents of the new curricula, in order to foster their contextualized implementation in the educational reality of the Araucanía region.