Pub Date : 2022-03-01DOI: 10.4067/s0719-26812022000100255
Carlos Ibarra Rebolledo
The Earthquake of 1835 that affected with more understood the area between Talca and Valdivia as a natural landmark that marks a before and after in the history of one of the cities – and is hinterland – located in the geographical frame: Concepción. Previously affected by the Guerra a Muerte, the province of Concepción remained practically inactive until the end of the war, after which it reactivated its comercial circuits. However, the aforementioned earthquake hindered everything that had been done, which was aggravated by the migration of former penquista families to Santiago and why the suburbs were filed with poor peasant families, increasing the socioeconomic crisis. Against all odds, it was possible to reactivate and modernize old economic sectors, which leads us to understand this telluric phenomenon not only as a synonym for disaster, such as the activity of the wheat mill. In this article, we have focused our attention on the coastal area of the Penquista province, known by the Mapuche communities as Lafkenmapu, and occupied as a fundamental source the offices contained in the Ministerio del Interior in the Archivo Nacional Histórico in Santiago de Chile.
{"title":"EL TERREMOTO Y TSUNAMI DE 1835 EN CONCEPCIÓN Y LA FRONTERA DEL RÍO BIOBÍO: DESTRUCCIÓN, RELOCALIZACIÓN, TRASLADOS Y NUEVAS INVERSIONES","authors":"Carlos Ibarra Rebolledo","doi":"10.4067/s0719-26812022000100255","DOIUrl":"https://doi.org/10.4067/s0719-26812022000100255","url":null,"abstract":"The Earthquake of 1835 that affected with more understood the area between Talca and Valdivia as a natural landmark that marks a before and after in the history of one of the cities – and is hinterland – located in the geographical frame: Concepción. Previously affected by the Guerra a Muerte, the province of Concepción remained practically inactive until the end of the war, after which it reactivated its comercial circuits. However, the aforementioned earthquake hindered everything that had been done, which was aggravated by the migration of former penquista families to Santiago and why the suburbs were filed with poor peasant families, increasing the socioeconomic crisis. Against all odds, it was possible to reactivate and modernize old economic sectors, which leads us to understand this telluric phenomenon not only as a synonym for disaster, such as the activity of the wheat mill. In this article, we have focused our attention on the coastal area of the Penquista province, known by the Mapuche communities as Lafkenmapu, and occupied as a fundamental source the offices contained in the Ministerio del Interior in the Archivo Nacional Histórico in Santiago de Chile.","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44900951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.4067/s0719-26812022000100148
Julio César Tereucan Angulo, Claudio Briceño Olivera, Miguel Francisco Galván Cabello
Resumen Este artículo tiene como objetivo analizar la percepción de movilidad social intergeneracional de estudiantes universitarios mapuche, a partir de la construcción de una tipología de proyecciones futuras con relación a las variables origen social y educacional de sus padres. La muestra estuvo conformada por 200 estudiantes, entre 18 y 28 años (M= 21.32 años; DT = 2.75), de los cuales el 63.5% fueron mujeres y el 36.5% hombres. El método utilizado fue el análisis de clúster bietápico, el cual es recomendado para variables categóricas. El análisis sugirió retener un modelo de cinco conglomerados de calidad buena (.7), según el criterio establecido por Kaufman y Rousseeuw (1990). La muestra fue analizada a partir de los conglomerados obtenidos, para describir sus características según variables sociodemográficas de interés. Los resultados señalan que las variables clase social de origen, educación de los padres y ruralidad, son factores determinantes en la percepción de movilidad social. A partir de la segmentación por conglomerados, se concluyó que el acceso a la educación superior no es un factor determinante en la proyección de movilidad social futura para los estudiantes universitarios mapuche y, cuando así lo perciben, se trata de una movilidad intraclase. Abstract The article aims to analyze the perception of intergenerational social mobility of Mapuche university students, based on the construc-tion of a typology of future projections in relation to the variables of social origin and parents’ education. Sample was composed by 200 students between 18 - 28 years (M = 21.32; SD = 2.75), of which 63.5% were women and 36.5% were men. Two- step cluster analyses was the method of the study, which is recommended for categorical data. The analyses suggested to hold back a five cluster model with a good (.7) cluster quality, based on Kaufman and Rousseeuw works (1990). The sample was analysed according to the obtained clusters, for describe sociodemographic characteristics. Results indicated that the origin social class, parents’ education and rurality are determinant factors in the social mobility perception. It is concluded that the access to higher education, it is not a determinant factor in the social mobility perception of mapuche university students, and in the case of students who perceive it, is an intra-class mobility.
{"title":"MOVILIDAD SOCIAL INTERGENERACIONAL EN ESTUDIANTES UNIVERSITARIOS MAPUCHE DE LA ARAUCANÍA","authors":"Julio César Tereucan Angulo, Claudio Briceño Olivera, Miguel Francisco Galván Cabello","doi":"10.4067/s0719-26812022000100148","DOIUrl":"https://doi.org/10.4067/s0719-26812022000100148","url":null,"abstract":"Resumen Este artículo tiene como objetivo analizar la percepción de movilidad social intergeneracional de estudiantes universitarios mapuche, a partir de la construcción de una tipología de proyecciones futuras con relación a las variables origen social y educacional de sus padres. La muestra estuvo conformada por 200 estudiantes, entre 18 y 28 años (M= 21.32 años; DT = 2.75), de los cuales el 63.5% fueron mujeres y el 36.5% hombres. El método utilizado fue el análisis de clúster bietápico, el cual es recomendado para variables categóricas. El análisis sugirió retener un modelo de cinco conglomerados de calidad buena (.7), según el criterio establecido por Kaufman y Rousseeuw (1990). La muestra fue analizada a partir de los conglomerados obtenidos, para describir sus características según variables sociodemográficas de interés. Los resultados señalan que las variables clase social de origen, educación de los padres y ruralidad, son factores determinantes en la percepción de movilidad social. A partir de la segmentación por conglomerados, se concluyó que el acceso a la educación superior no es un factor determinante en la proyección de movilidad social futura para los estudiantes universitarios mapuche y, cuando así lo perciben, se trata de una movilidad intraclase. Abstract The article aims to analyze the perception of intergenerational social mobility of Mapuche university students, based on the construc-tion of a typology of future projections in relation to the variables of social origin and parents’ education. Sample was composed by 200 students between 18 - 28 years (M = 21.32; SD = 2.75), of which 63.5% were women and 36.5% were men. Two- step cluster analyses was the method of the study, which is recommended for categorical data. The analyses suggested to hold back a five cluster model with a good (.7) cluster quality, based on Kaufman and Rousseeuw works (1990). The sample was analysed according to the obtained clusters, for describe sociodemographic characteristics. Results indicated that the origin social class, parents’ education and rurality are determinant factors in the social mobility perception. It is concluded that the access to higher education, it is not a determinant factor in the social mobility perception of mapuche university students, and in the case of students who perceive it, is an intra-class mobility.","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42376702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.4067/s0719-26812022000100068
Karla Rosalía Morales Mendoza, Susan Sanhueza Henríquez, Miguel Friz Carrillo, Valería Sumonte Rojas, María Jesús Berlanga
patrimonio educación intercultural contexto socio-educativo alumnado multinacio-nal forma parte visibilizado nivel político, contexto currículum de los de que sus familias patrimonio cultural migrante, propósito de espacios reflexionando The purpose of this article is to point out the distribution of foreign, Chilean and nationalized students who are being schooled in Chilean classrooms, in order to analyze the importance of incorporating migrant cultural heritage as decolonizing content for intercultural education. The development of this article is configured from a quantitative approach, with numerical data that describe the students’ characteristic, the data presented through figures that allow the enrollment information to be better organized; in addition, the graphic description is complemented with a hermeneutical approach, where studies on migration, cultural heritage and intercultural education are analyzed in the current socio-educational context. Resulting in that the multinational student body that is part of the school system must be made visible on a political level, both social and educational, in this context the school curriculum should refresh and promote new knowledge through the knowledge funds that are shared by children, teens and their families as migrant cultural heritage, with the purpose of valuing and generating new intercultural educational spaces, reflecting with the actors of the educational context, so that, gradually advance to the epistemologies of good living.
patrimonio educación跨文化背景社会教育校友多民族形式主义背景文化移民político，语境currículum de los de que sus familias patrimonio文化移民，propósito de espacios reflexionando本文的目的是指出在智利课堂上学的外国、智利和国有化学生的分布情况。为了分析将移民文化遗产作为非殖民化内容纳入跨文化教育的重要性。本文的开发采用定量的方法，用数字数据来描述学生的特点，通过数字来呈现数据，使招生信息更有条理;此外，图形描述还辅以解释学方法，在当前社会教育背景下分析关于移民、文化遗产和跨文化教育的研究。因此，作为学校系统一部分的多国学生群体必须在社会和教育的政治层面上得到体现，在这方面，学校课程应通过儿童、青少年及其家庭作为移徙文化遗产共享的知识基金来更新和促进新知识，其目的是重视和创造新的跨文化教育空间，与教育背景的行动者一起反映，以便，逐渐发展到美好生活的认识论。
{"title":"CARACTERIZACIÓN DEL ALUMNADO EXTRANJERO Y LA VALORACIÓN DEL PATRIMONIO CULTURAL COMO CONTENIDO DESCOLONIZADOR PARA LA EDUCACIÓN INTERCULTURAL","authors":"Karla Rosalía Morales Mendoza, Susan Sanhueza Henríquez, Miguel Friz Carrillo, Valería Sumonte Rojas, María Jesús Berlanga","doi":"10.4067/s0719-26812022000100068","DOIUrl":"https://doi.org/10.4067/s0719-26812022000100068","url":null,"abstract":"patrimonio educación intercultural contexto socio-educativo alumnado multinacio-nal forma parte visibilizado nivel político, contexto currículum de los de que sus familias patrimonio cultural migrante, propósito de espacios reflexionando The purpose of this article is to point out the distribution of foreign, Chilean and nationalized students who are being schooled in Chilean classrooms, in order to analyze the importance of incorporating migrant cultural heritage as decolonizing content for intercultural education. The development of this article is configured from a quantitative approach, with numerical data that describe the students’ characteristic, the data presented through figures that allow the enrollment information to be better organized; in addition, the graphic description is complemented with a hermeneutical approach, where studies on migration, cultural heritage and intercultural education are analyzed in the current socio-educational context. Resulting in that the multinational student body that is part of the school system must be made visible on a political level, both social and educational, in this context the school curriculum should refresh and promote new knowledge through the knowledge funds that are shared by children, teens and their families as migrant cultural heritage, with the purpose of valuing and generating new intercultural educational spaces, reflecting with the actors of the educational context, so that, gradually advance to the epistemologies of good living.","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42763562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El artículo describe las políticas lingüísticas y las prácticas educativas para la revitalización de la lengua Piapoco. Este estudio cualitativo con diseño sistemático de teoría fundamentada aplicó una entrevista semiestructurada a un sabedor de la comunidad y a 13 profesores en formación de la Licenciatura en Educación Básica de la Universidad Pedagógica y Tecnológica de Colombia, quienes laboran en las instituciones educativas de Chátare y Arrecifal del departamento del Guanía y en las escuelas de Laguna Cumural y Cumaribo del departamento del Vichada. Los resultados evidencian que la familia es el agente principal de enseñanza de la lengua Piapoco. Por otra parte, los profesores en formación desconocen las políticas lingüísticas para la preservación de las lenguas nativas, pero son conscientes de salva-guardar su lengua y su cultura. Finalmente, para preservar el Piapoco, los profesores en formación enseñan la lengua nativa en los niveles de educación preescolar y primaria, y manifestaciones culturales de su tradición oral en educación secundaria. Palabras claves : políticas lingüísticas, lenguas nativas, Piapoco y preservación. Abstract The article describes linguistic policies and educational processes for the revitalization of the Piapoco language. This qualitative study applied a semistructureda interview to a knowledgeable and 13 indigenous teachers training of the Licenciatura en Educación Básica de la Universidad Pedagógica y Tecnológica de Colombia, who works in the educational institutions of Chatare and Arrecifal of the department of Guanía and the schools of Laguna Cumural and Cumaribo of the department of Vichada. The results show that the family is the main agent for teaching Piapoco. On the other hand, teachers training ignore the language policies for the preservation of native languages, but they know to safeguard their language and culture. Finally, to preserve teachers teach the native language at the preschool and primary education levels and they teach cultural manifestations of the oral tradition in basic high school education.
{"title":"POLÍTICAS LINGÜÍSTICAS Y PRÁCTICAS EDUCATIVAS EN PROFESORES DE FORMACIÓN INICIAL PARA LA PRESERVACIÓN DE LA LENGUA NATIVA PIAPOCO DE COLOMBIA","authors":"Nelly Estella Pardo Espejo, Dilsa Yamile Rodríguez Ochoa","doi":"10.4067/s0719-26812022000100194","DOIUrl":"https://doi.org/10.4067/s0719-26812022000100194","url":null,"abstract":"El artículo describe las políticas lingüísticas y las prácticas educativas para la revitalización de la lengua Piapoco. Este estudio cualitativo con diseño sistemático de teoría fundamentada aplicó una entrevista semiestructurada a un sabedor de la comunidad y a 13 profesores en formación de la Licenciatura en Educación Básica de la Universidad Pedagógica y Tecnológica de Colombia, quienes laboran en las instituciones educativas de Chátare y Arrecifal del departamento del Guanía y en las escuelas de Laguna Cumural y Cumaribo del departamento del Vichada. Los resultados evidencian que la familia es el agente principal de enseñanza de la lengua Piapoco. Por otra parte, los profesores en formación desconocen las políticas lingüísticas para la preservación de las lenguas nativas, pero son conscientes de salva-guardar su lengua y su cultura. Finalmente, para preservar el Piapoco, los profesores en formación enseñan la lengua nativa en los niveles de educación preescolar y primaria, y manifestaciones culturales de su tradición oral en educación secundaria. Palabras claves : políticas lingüísticas, lenguas nativas, Piapoco y preservación. Abstract The article describes linguistic policies and educational processes for the revitalization of the Piapoco language. This qualitative study applied a semistructureda interview to a knowledgeable and 13 indigenous teachers training of the Licenciatura en Educación Básica de la Universidad Pedagógica y Tecnológica de Colombia, who works in the educational institutions of Chatare and Arrecifal of the department of Guanía and the schools of Laguna Cumural and Cumaribo of the department of Vichada. The results show that the family is the main agent for teaching Piapoco. On the other hand, teachers training ignore the language policies for the preservation of native languages, but they know to safeguard their language and culture. Finally, to preserve teachers teach the native language at the preschool and primary education levels and they teach cultural manifestations of the oral tradition in basic high school education.","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48996898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.4067/s0719-26812022000100158
María Loreto Mora-Olate
{"title":"ENSEÑANZA DE LA HISTORIA EN AULAS CHILENAS CON ESCOLARES MIGRANTES: TENSIONES DESDE LOS DISCURSOS DOCENTES","authors":"María Loreto Mora-Olate","doi":"10.4067/s0719-26812022000100158","DOIUrl":"https://doi.org/10.4067/s0719-26812022000100158","url":null,"abstract":"","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43264112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.4067/s0719-26812022000100031
K. Arias-Ortega
Resumen La incorporación del educador tradicional (sabio mapuche) al sistema educativo escolar chileno se basa en la Educación Intercultural Bilingüe para enseñar la lengua y la cultura indígena. El artículo describe los factores que influyen en la concretización de la EIB en el aula, según las voces de los educadores tradicionales mapuche. La metodología de investigación es cualitativa con enfoque descriptivo. Aplicamos entrevistas semidirigidas a los participantes y analizamos la información recopilada utilizando teoría fundamentada. Los resultados muestran que el educador tradicional percibe prácticas de discriminación e invisibilidad durante la concretización de la EIB. Este escenario incrementa el racismo y la discriminación hacia los indígenas en la educación escolar. Concluimos que los actores del sistema educativo y del entorno social se resisten a incluir a los educadores tradicionales, y no aceptan la implementación de la EIB. Creemos que estos problemas podrían revertirse articulando principios pedagógicos y educativos indígenas dentro del sistema escolar. De esta forma, es posible fortalecer la identidad sociocultural del estudiante y aumentar el compromiso de la ciudadanía con una sociedad intercultural. Palabras clave: educación intercultural, lengua y cultura mapuche, educación escolar. Abstract Incorporating the traditional educator (wise Mapuche) to the Chilean school education system is based on Bilingual Intercultural Education to teach indigenous language and culture. The article describes the factors that influence the concretization of IBE into the classroom, according to the voices of traditional Mapuche educators. The research methodology is qualitative with a descriptive approach. We apply semi-directed interviews to the participants, and we analyze the information collected using grounded theory. The results show traditional-educator perceive discrimination and invisibility practices during the concretization of the IBE. This scenario increases racism and discrimination towards indigenous people in school education. We concluded actors of the educational system and social environment resist including traditional-educators and do not accept IBE implementation. We think these problems could be reversed by articulating indigenous pedagogical and educational principles within the school system. In this way, it is possible to strengthen the socio-cultural student’s identity and increase citizens’ commitment to an intercultural society.
{"title":"VOCES DE EDUCADORES TRADICIONALES MAPUCHES SOBRE LA EDUCACIÓN INTERCULTURAL EN LA ARAUCANÍA, CHILE","authors":"K. Arias-Ortega","doi":"10.4067/s0719-26812022000100031","DOIUrl":"https://doi.org/10.4067/s0719-26812022000100031","url":null,"abstract":"Resumen La incorporación del educador tradicional (sabio mapuche) al sistema educativo escolar chileno se basa en la Educación Intercultural Bilingüe para enseñar la lengua y la cultura indígena. El artículo describe los factores que influyen en la concretización de la EIB en el aula, según las voces de los educadores tradicionales mapuche. La metodología de investigación es cualitativa con enfoque descriptivo. Aplicamos entrevistas semidirigidas a los participantes y analizamos la información recopilada utilizando teoría fundamentada. Los resultados muestran que el educador tradicional percibe prácticas de discriminación e invisibilidad durante la concretización de la EIB. Este escenario incrementa el racismo y la discriminación hacia los indígenas en la educación escolar. Concluimos que los actores del sistema educativo y del entorno social se resisten a incluir a los educadores tradicionales, y no aceptan la implementación de la EIB. Creemos que estos problemas podrían revertirse articulando principios pedagógicos y educativos indígenas dentro del sistema escolar. De esta forma, es posible fortalecer la identidad sociocultural del estudiante y aumentar el compromiso de la ciudadanía con una sociedad intercultural. Palabras clave: educación intercultural, lengua y cultura mapuche, educación escolar. Abstract Incorporating the traditional educator (wise Mapuche) to the Chilean school education system is based on Bilingual Intercultural Education to teach indigenous language and culture. The article describes the factors that influence the concretization of IBE into the classroom, according to the voices of traditional Mapuche educators. The research methodology is qualitative with a descriptive approach. We apply semi-directed interviews to the participants, and we analyze the information collected using grounded theory. The results show traditional-educator perceive discrimination and invisibility practices during the concretization of the IBE. This scenario increases racism and discrimination towards indigenous people in school education. We concluded actors of the educational system and social environment resist including traditional-educators and do not accept IBE implementation. We think these problems could be reversed by articulating indigenous pedagogical and educational principles within the school system. In this way, it is possible to strengthen the socio-cultural student’s identity and increase citizens’ commitment to an intercultural society.","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45729011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.4067/s0719-26812022000100099
Luis Mayanza, A. Mora
Resumen El estudio analiza la sabiduría andina chakana y sus colores como herramienta didáctica en la Educación Intercultural Bilingüe (EIB). Para ello se ha utilizado como metodología el enfoque cualitativo, así como el estudio descriptivo usando como técnica de revisión bibliográfica de la literatura alrededor de la sabiduría andina chakana y sus colores aplicada en la Educación Intercultural Bilingüe y entrevistas en profundidad no estructuradas sobre temas como cosmovisión andina, definición de chakana y su simbología, sus colores, su aporte al campo de la educación, entre otros. El presente estudio se realiza a diez docentes de la Unidad Educativa Intercultural Bilingüe Atahualpa; de este modo se ha llegado a concluir que la chakana se plantea como una propuesta pedagógica que basada en el aprendizaje colaborativo y su cosmovisión andina, fomenta la enseñanza integral al cultivar tanto valores que se difunden de la cultura andina como el pensamiento crítico del educando; sin embargo, cabe indicar que en lo referente al quehacer educativo es un campo todavía poco explorado. Abstract The study analyze the andean chakana wisdom and its colors as a teaching tool in Bilingual Intercultural Education. For this purpose, the qualitative approach has been used as a methodology, as well as the descriptive study using as literature research literature re-view of the Andean wisdom chakana and its colors applied in Bilingual Intercultural Education and the contribution of experts in topics such as worldview Andean, definition of chakana: its symbology, its colors; his contribution to the field of education, among others. Likewise, the in-depth interview has been taken into account as a technique, which has been directed to ten teachers of the Atahualpa Bilingual Intercultural educational unit. In this way it has been concluded that the chakana is presented as a pedagogical proposal that based on collaborative learning, its Andean worldview encourages integral education by cultivating both values that spread from the Andean culture and the critical thinking of the student; nevertheless, it is a field still little explored of which it has been associated more to nature than to the educational area and of the little that is applied, its approach has to do with the exact sciences.
本文的目的是分析在墨西哥和拉丁美洲的拉丁美洲和加勒比地区，以及在拉丁美洲和加勒比地区的拉丁美洲和加勒比地区的拉丁美洲和加勒比地区的拉丁美洲和加勒比地区的拉丁美洲和加勒比地区的拉丁美洲和加勒比地区的拉丁美洲和加勒比地区。为此已用作方法定性方法技术以及描述性研究使用,如安第斯文学文献综述,围绕智慧应用chakana及其颜色在不同文化间双语教育议题Bilingüe和深入访谈结构不作为和平区的宇宙观chakana定义并将其编码,其颜色、教育等领域做出贡献。本研究对阿塔瓦尔帕跨文化双语教育单位的10名教师进行了研究;因此，我们得出的结论是，chakana是一种基于合作学习和安第斯世界观的教学建议，通过培养安第斯文化传播的价值观和学生的批判性思维来促进整体教学;然而，应该指出的是，就教育工作而言，这是一个尚未得到充分探索的领域。该研究分析了安第斯查卡纳智慧及其色彩作为双语跨文化教育的教学工具。的定性方法你也被用来作为方法,as well as the descriptive study using as文献研究文献re-view安第斯wisdom chakana及其应用在不同文化间双语教育和节目贡献专家in .如世界安第斯、definition of chakana: its symbology its的节目;= =地理= =根据美国人口普查，该镇的土地面积为。同样，深度访谈也作为一种技术加以考虑，针对Atahualpa双语跨文化教育股的十名教师。据此得出的结论是，chakana是一种基于合作学习的教学建议，其安第斯世界观通过培养安第斯文化传播的价值观和学生的批判性思维来鼓励综合教育;然而，这是一个仍然很少探索的领域，它更多地与自然而不是教育领域联系在一起，它的应用方法与精确科学联系在一起。
{"title":"SABIDURÍA ANDINA CHAKANA Y SUS COLORES, UNA HERRAMIENTA DIDÁCTICA PARA LA EDUCACIÓN INTERCULTURAL BILINGÜE","authors":"Luis Mayanza, A. Mora","doi":"10.4067/s0719-26812022000100099","DOIUrl":"https://doi.org/10.4067/s0719-26812022000100099","url":null,"abstract":"Resumen El estudio analiza la sabiduría andina chakana y sus colores como herramienta didáctica en la Educación Intercultural Bilingüe (EIB). Para ello se ha utilizado como metodología el enfoque cualitativo, así como el estudio descriptivo usando como técnica de revisión bibliográfica de la literatura alrededor de la sabiduría andina chakana y sus colores aplicada en la Educación Intercultural Bilingüe y entrevistas en profundidad no estructuradas sobre temas como cosmovisión andina, definición de chakana y su simbología, sus colores, su aporte al campo de la educación, entre otros. El presente estudio se realiza a diez docentes de la Unidad Educativa Intercultural Bilingüe Atahualpa; de este modo se ha llegado a concluir que la chakana se plantea como una propuesta pedagógica que basada en el aprendizaje colaborativo y su cosmovisión andina, fomenta la enseñanza integral al cultivar tanto valores que se difunden de la cultura andina como el pensamiento crítico del educando; sin embargo, cabe indicar que en lo referente al quehacer educativo es un campo todavía poco explorado. Abstract The study analyze the andean chakana wisdom and its colors as a teaching tool in Bilingual Intercultural Education. For this purpose, the qualitative approach has been used as a methodology, as well as the descriptive study using as literature research literature re-view of the Andean wisdom chakana and its colors applied in Bilingual Intercultural Education and the contribution of experts in topics such as worldview Andean, definition of chakana: its symbology, its colors; his contribution to the field of education, among others. Likewise, the in-depth interview has been taken into account as a technique, which has been directed to ten teachers of the Atahualpa Bilingual Intercultural educational unit. In this way it has been concluded that the chakana is presented as a pedagogical proposal that based on collaborative learning, its Andean worldview encourages integral education by cultivating both values that spread from the Andean culture and the critical thinking of the student; nevertheless, it is a field still little explored of which it has been associated more to nature than to the educational area and of the little that is applied, its approach has to do with the exact sciences.","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46936557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.4067/s0719-26812021000300497
Bernardo Guerrero Jiménez
{"title":"CONFLICTOS RELIGIOSOS EN UN BARRIO POPULAR DE IQUIQUE","authors":"Bernardo Guerrero Jiménez","doi":"10.4067/s0719-26812021000300497","DOIUrl":"https://doi.org/10.4067/s0719-26812021000300497","url":null,"abstract":"","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49294839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.4067/s0719-26812021000300095
Jorge Olea-Peñaloza, Alejandro Salazar-Burrows, Felipe Jorquera-Guajardo
{"title":"LA PATAGONIA COMO FRONTERA CIENTÍFICA: EXPLORACIONES CONTEMPORÁNEAS DESDE UNA CIENCIA GLOBAL","authors":"Jorge Olea-Peñaloza, Alejandro Salazar-Burrows, Felipe Jorquera-Guajardo","doi":"10.4067/s0719-26812021000300095","DOIUrl":"https://doi.org/10.4067/s0719-26812021000300095","url":null,"abstract":"","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49460371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.4067/s0719-26812021000300005
Alberto Díaz Araya, Karelia Cerda Castro
{"title":"LAS CIENCIAS SOCIALES Y HUMANIDADES FRENTE A LAS TRANSFORMACIONES EN AMÉRICA LATINA","authors":"Alberto Díaz Araya, Karelia Cerda Castro","doi":"10.4067/s0719-26812021000300005","DOIUrl":"https://doi.org/10.4067/s0719-26812021000300005","url":null,"abstract":"","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43107784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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