Abstract

The article explores indigenous knowledge, which in contextual terms is related to ecological-cultural spaces (EE-C), where society, the environment and spirituality are articulated that give a sense of place, associated with a sociocultural identity and belonging. The objective of this work is to reflect on the importance of incorporating mapuche educational knowledge and knowledge associated with ecological-cultural spaces, to contribute with a knowledge base that allows contextualizing school education, from an intercultural educational approach. The methodology consisted of a systematic review of the normative and scientific literature at the national and international level to understand and explain the problem. It is concluded that: 1) mapuche educational contents are directly related to the maintenance of the EE-C; 2) there is ignorance of teachers regarding educational content associated with EE-C, leaving the school curriculum limited to a Western-Eurocentric perspective; and 3) the national curriculum is required to progressively decentralize intercultural education, in such a way that the entire school-age population develops intercultural competencies in relation to EE-C