Contribution for the teaching of natural sciences: Mapuche and school knowledge
Within the context of Mapuche families and communities, this paper focuses on the relationship between knowledge and educational methods in teaching the natural sciences. It aims to identify educational methods that have been forged and re-forged in connection with the social, cultural, political, e...
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| Format: | Article |
| Language: | English |
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Universidade de São Paulo, Faculdade de Educação
2014-03-01
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| Series: | Educação e Pesquisa |
| Subjects: | |
| Online Access: | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1517-97022014000400007&tlng=en |
| _version_ | 1797715640712167424 |
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| author | Segundo Quintriqueo M. Daniel Quilaqueo R. Héctor Torres |
| author_facet | Segundo Quintriqueo M. Daniel Quilaqueo R. Héctor Torres |
| author_sort | Segundo Quintriqueo M. |
| collection | DOAJ |
| description | Within the context of Mapuche families and communities, this paper focuses on the relationship between knowledge and educational methods in teaching the natural sciences. It aims to identify educational methods that have been forged and re-forged in connection with the social, cultural, political, economical and spiritual development experienced by Mapuche communities. Our educational research methodology is based on a qualitative approach in order to unveil the subjective and inter-subjective dimensions that characterize the subjects' educational knowledge in their life context. Our fieldwork has been carried out from a sample of interviews conducted with Mapuche wise men (sabios) living in the Araucanía. The results of the study are divided in four categories: 1) Relationship towards the natural environment; 2) Knowledge regarding living beings; 3) Küyen cycle (phases of the Moon); and finally, 4) Healthy lifestyle. The collected data have allowed us to link different contents (conceptual, practical and attitudinal) underlying the proper Mapuche educational methods to underline their rationalities with reference to core knowledge. Thus, we want to make a case for an epistemological basis substantiating the teaching of natural sciences in relation to Mapuche knowledge. This will allow us to contextualize natural science teaching within the framework of an intercultural educational approach. By doing so, we aim to establish an intellectual dialogue in a context of interethnic and intercultural relationships. |
| first_indexed | 2024-03-12T08:09:41Z |
| format | Article |
| id | doaj.art-53046857ec9d488caba177ab139ef3bf |
| institution | Directory Open Access Journal |
| issn | 1678-4634 |
| language | English |
| last_indexed | 2024-03-12T08:09:41Z |
| publishDate | 2014-03-01 |
| publisher | Universidade de São Paulo, Faculdade de Educação |
| record_format | Article |
| series | Educação e Pesquisa |
| spelling | doaj.art-53046857ec9d488caba177ab139ef3bf2023-09-02T19:12:27ZengUniversidade de São Paulo, Faculdade de EducaçãoEducação e Pesquisa1678-46342014-03-0140496598210.1590/S1517-97022014005000009Contribution for the teaching of natural sciences: Mapuche and school knowledgeSegundo Quintriqueo M.0Daniel Quilaqueo R.1Héctor Torres2Universidad Católica de TemucoUniversidad Católica de TemucoUniversité LavalWithin the context of Mapuche families and communities, this paper focuses on the relationship between knowledge and educational methods in teaching the natural sciences. It aims to identify educational methods that have been forged and re-forged in connection with the social, cultural, political, economical and spiritual development experienced by Mapuche communities. Our educational research methodology is based on a qualitative approach in order to unveil the subjective and inter-subjective dimensions that characterize the subjects' educational knowledge in their life context. Our fieldwork has been carried out from a sample of interviews conducted with Mapuche wise men (sabios) living in the Araucanía. The results of the study are divided in four categories: 1) Relationship towards the natural environment; 2) Knowledge regarding living beings; 3) Küyen cycle (phases of the Moon); and finally, 4) Healthy lifestyle. The collected data have allowed us to link different contents (conceptual, practical and attitudinal) underlying the proper Mapuche educational methods to underline their rationalities with reference to core knowledge. Thus, we want to make a case for an epistemological basis substantiating the teaching of natural sciences in relation to Mapuche knowledge. This will allow us to contextualize natural science teaching within the framework of an intercultural educational approach. By doing so, we aim to establish an intellectual dialogue in a context of interethnic and intercultural relationships.http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1517-97022014000400007&tlng=enMapuche knowledgeRelationships to knowledgeNatural sciencesIntercultural educational approach |
| spellingShingle | Segundo Quintriqueo M. Daniel Quilaqueo R. Héctor Torres Contribution for the teaching of natural sciences: Mapuche and school knowledge Educação e Pesquisa Mapuche knowledge Relationships to knowledge Natural sciences Intercultural educational approach |
| title | Contribution for the teaching of natural sciences: Mapuche and school knowledge |
| title_full | Contribution for the teaching of natural sciences: Mapuche and school knowledge |
| title_fullStr | Contribution for the teaching of natural sciences: Mapuche and school knowledge |
| title_full_unstemmed | Contribution for the teaching of natural sciences: Mapuche and school knowledge |
| title_short | Contribution for the teaching of natural sciences: Mapuche and school knowledge |
| title_sort | contribution for the teaching of natural sciences mapuche and school knowledge |
| topic | Mapuche knowledge Relationships to knowledge Natural sciences Intercultural educational approach |
| url | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1517-97022014000400007&tlng=en |
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