Episteme for Intercultural Dialogue Between Mapuche Education and School Education
The aim of this chapter is to analyse certain discourse types used in the education provided by Mapuche families in communities. This is done from a Mapuche perspective, with respect to the oral discourse categories in Mapuche education and incorporating
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Episteme for Intercultural Dialogue Between Mapuche Education and School Education Daniel Quilaqueo, César A. Fernández, and Segundo Quintriqueo
7.1 Introduction This chapter analyses Mapuche education in the cultural context of orality in communities of Araucania region in Chile. The population is both educated, with access to Internet and modern communication systems, and retains ancestral practices specific to its culture. In this chapter, we study the oral education provided by parents as separate from writing. We begin with the hypothesis that the speech of most Mapuche children and young people exhibits two types of thinking. We call this object of educational study “double rationality”, which operates as an external and concrete support for the social memory of each family and its community, arguing it is currently needed for the development of Mapuche and school education (Quilaqueo, Quintriqueo, Torres, & Muñoz, 2014; Quilaqueo et al., 2017).
Translated by Horlando San Martín and revised by James Kelly. This article is a revision of Quilaqueo, Fernández, and Quintriqueo (2017), funded through project FONDECYT No. 1181314 “Mapuche and non-Mapuche dialogue of educational knowledges: building an intercultural epistemic knowledge base”. D. Quilaqueo (*) Núcleo de Investigación en Estudios Interétnicos e Interculturales (NEII), Facultad de Educación, Universidad Católica de Temuco, Temuco, Araucanía, Chile e-mail: [email protected] C. A. Fernández Facultad de Ciencias de la Educación, Universidad Nacional del Comahue, Neuquén, Río Negro, Argentina S. Quintriqueo Facultad de Educación, Universidad Católica de Temuco, Temuco, Araucanía, Chile e-mail: [email protected] © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020 G. Payàs, F. Le Bonniec (eds.), Intercultural Studies from Southern Chile, https://doi.org/10.1007/978-3-030-52363-3_7
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7.2 Background In this study, we use the classification of orality by Ong (1987), which establishes two categories: primary and secondary. The former includes peoples without a system of writing, which use memory and spoken language to transmit their knowledge, whereas the latter uses writing as an effective resource to remember the knowledge of the past. In other words, literate societies appeal to technological media to sustain the past, whereas illiterate societies use oral social memory as a support for their knowledge and a means to transmit and validate it through time (Montesperelli, 2004). There are still peoples who use the oral memory of their family as a support for their education, beliefs and past, for whom orality is the fundamental support for the preservation of their culture. For Vich and Zavala, “orality is one of the ways by which societies build an archive of knowledge destined to interpret and negotiate the past” (2004, p. 18). The interest in the value of orality in this analysis is based on the interpretation and negotiation of own wisdom and knowledge, since, histor
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