期刊名称：Encounters in Theory and History of Education
印刷版ISSN：1925-8992
出版年度：2012
卷号：13
期号：0
页码：111-129
语种：Spanish
出版社：Fueen's University
摘要：This article studies the degree to which Nursery and Elementary Teacher Education programmes in Chile incorporate knowledge about indigenous cultures in their curricula. This is a case study contextualized on three universities located in the regions of Tarapacá in the north, Valparaiso in the center and Araucanía in the south of the country. Curricula, course programmes and professional profiles are analyzed, together with the voices of the students that belong to these programmes. Findings show that the curricula do not incorporate ancestral knowledge of the indigenous groups (aymara, quechua, pascuense, mapuche) that inhabit the regions mentioned above. Besides, they do not prepare students to interact and act pedagogically in intercultural contexts, neither do they consider indigenous knowledge as an intercultural option to enrich teacher education and intercultural integration.
关键词：Teacher education;indigenous cultures knowledge;intercultural integration.;Formación docente;conocimiento cultural indígena;integración intercultural.;L’éducation des enseignants;la connaissance des cultures indigènes;l’intégration interculturelle.
