Abstract

This article proposes to establish criteria that allow the coupling of two disciplinary areas that may seem antagonistic but that, nevertheless, have characteristics to be articulated. In the first place, characterizations of educommunication and interculturality are proposed, reasoned on the basis of the role that the social sciences occupy as areas of knowledge, to later offer guidance on how they can connect and interact to put themselves at the service of management projects and initiatives that link education, communication and culture, specifically from the use of educational radio in rural schools in southern Chile, which have students of niapuche-huilliche origin. The methodological perspective is qualitative in nature, made evident by a bibliographic review from a compendium of reference material, with the intention of generating the theoretical framework of a doctoral research focused on educommunicative practices in intercultural contexts, as well as data obtained from intense field work and semi-structured interviews with key informants. The article shows how proposals can be generated that result in making the formative processes of students more effective in contexts of interculturality, as well as the strengthening of identity and cultural revitalization to favor the construction of democratic societies and a culture of peace, having as dynamics the phenomena emanating from communication.