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Indigenous Socio-Educational Recognition in the Construction of Intercultural Knowledge Dialogues in Education

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Héctor Torres Cuevas; Daniel Quilaqueo Rapimán – Cogent Education, 2024

This article aims to analyze indigenous socio-educational knowledge to build an intercultural knowledge dialogue in the school curriculum, using educational experience from a Mapuche context in Chile. Based on the knowledge of teachers, indigenous scholars, and parents, the article outlines three ways to guide the construction of a knowledge…

Descriptors: Indigenous Knowledge, Multicultural Education, Foreign Countries, Indigenous Personnel