Distancia entre el conocimiento mapuche y el conocimiento escolar en contexto mapuche

this article describes the gap between mapuche and school knowledge in schools of the ninth region of araucania, chile. to that end, we examine the implications of a monocultural curriculum for the education of mapuche children and youth who present different systems of logic for native knowledge and academic knowledge. the methodology used is educational research, based on the multi-method approach. the results provide a knowledge base for understanding the gap between school knowledge and traditional mapuche knowledge in intercultural educational contexts. the objective is to overcome epistemological issues in the teaching and learning of sciences, through contextualized pedagogical practices that will generate intercultural dialogue in the school-based educational process of mapuche and non-mapuche children and youth.