No hay comentarios.

CURSO: TERRITORY, INTERCULTURALITY AND EDUCATION FOR SUSTAINABILITY
TRADUCCION: TERRITORIO, INTERCULTURALIDAD Y EDUCACION PARA LA SUSTENTABILIDAD
SIGLA: VIL624
CREDITOS: 10
MODULOS: 03
CARACTER: OPTATIVO
TIPO: CATEDRA
CALIFICACION: ESTANDAR
DISCIPLINA: SOCIOLOGIA, ANTROPOLOGIA, EDUCACION, HISTORIA
PALABRAS CLAVE: CONOCIMIENTO LOCAL, DESARROLLO LOCAL, PUEBLO MAPUCHE, REGION ARAUCANIA


I.COURSE DESCRIPTION

The course invites the students to analyse, from a sociocultural and political perspective, the concept of territory in the context of the La Araucania region and the Mapuche (indigenous) people. The linchpin of this course to generate in the students the capacity to build intercultural relations from a diachronic and contemporary perspective, such as: nature/culture relationships, land distribution and ownership, land systems, public policies, political relations and demands for indigenous recognition, with a special emphasis on the role of education and schooling system.


II.LEARNING OUTCOMES

1. Develop critical thinking regarding the role of the educational system on local cultures, environmental and energy issues, intercultural relations, the preservation of indigenous languages and ecosystems

2. Analyse contemporary problems form a socio-ecological perspective

3. Analyse the political and social processes of the Mapuche people and their relationship with national society and public policies

4. Debate about current intercultural and educational themes in Chile and aboard.


III.CONTENTS

1. Basic anthropological concepts

1.1 Culture

1.2 Territory

1.3 Interculturality


2. Basic qualitative methods and ethics research in contexts of cultural diversity

3. Chilean educational system.

3.1 Historical data

3.2 Educational policy

3.3 International comparission


4. Araucania and mapuche peoples: contextual elements

4.1 Mapuche society

4.2 Historical issues

4.3 Visions and relationships


5. Education in the Araucania region.

5.1 Economic situation in the Araucania Region

5.2 Rural education


6. Araucania and mapuche peoples: actual context

6.1 Indigenous policy

6.2 Mapuche movment

6.3 Mapuche conflict

6.4 Visions about development


7. Public Policies for Local Development in an Indigenous Rural Context

8. Education and professional development in the XXI century

8.1 STEAM Education

8.2 Inquiry based learinng

8.3 Abilities and competences for a new world


9. Education in indigenous contexts

9.1 Misional schools

9.2 Mapuche educational demands

9.3 Recent policy

9.4 Culturally relevant pedagogy


10. Education for sustainability: local examples.

10.1 Incorporation of local knowledge

10.2 Biodigesters

10.3 Science and music


IV.METHODOLOGY FOR LEARNING

- Explanatory lessons.

- Reading and text discussion

- Field work.

- Case analysis


V.EVALUATION OF LEARNING

- Initial essay: 30%

- Field report: 30%

- Final essay: 40%


VI.READING SOURCES

Bascope, M., & Caniguan, N. I. (2016). Propuesta pedagogica para la incorporacion de conocimientos tradicionales de Ciencias Naturales en Primaria. Revista Electronica de Investigacion Educativa, 18(3). Recuperado a partir de http://redie.uabc.mx/redie/article/view/1143

Bellei, C., & Cabalin, C. (2013). Chilean Student Movements: Sustained Struggle to Transform a Market-Oriented Educational System. Current Issues in Comparative Education, 15(2), 108?123.

Bengoa, Jose. 1985. Historia del Pueblo mapuche. Santiago de Chile: Ediciones Sur.

Course, Magnus. 2011. Becoming Mapuche: Person and Ritual in Indigenous Chile. United States of America: University of Illinios.

Cox, C., Meckes, L., & Bascope, M. (2014). Teacher Education Policies in Chile: From Invitation to Prescription. En Teacher Education in a Transnational World (Vol. 1, pp. 345?366). Toronto, Canada: University of Toronto Press.

Crow, Joanna. 2013. The Mapuche in Modern Chile. A cultural history. USA: University Press of Florida.

Gobierno de Chile. 1993. Ley Indigena 19.253. Chile.

De la Maza, Francisca. 2014. Between conflict and recognition: The construction of Chilean indigenous policy in the Araucania region. Critique of Anthropology 34 (3):346-366.

???. 2016. State conceptions of indigenous tourism in Chile. Annals of tourism Research (56).

Gupta, Akhil. 1995. Blurred boundaries: the discourse of corruption, the cultura of politics, and the imagined state. American Ethnologist 22 (2).

Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465?491. https://doi.org/10.3102/00028312032003465

Meckes, L., & Bascope, M. (2012). Uneven Distribution of Novice Teachers in the Chilean Primary School System. education policy analysis archives, 20(30), n30.

Mizala, A., & Romaguera, P. (2000). School performance and choice: the Chilean experience. Journal of Human Resources, 392?417.

Mosse, David. 2005. Cultivating Development. An Ethnography of Aid Policy and Practice. London, New York: PlutoPress.

???. 2010. A Relational Approach to Durable Poverty, Inequality and Power. The Journal of Development Studies 46 (7):1156-78.

Nuijten, Monique. 2003. Power, Community and the State. The political anthropology of organisation in Mexico. London Sterling, Virginia: Pluto Press.

OECD. (2016). PISA 2015 Results in focus. OECD. Recuperado a partir de https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf

Richards, Patricia. 2013. Race and the Chilean Miracle. Neoliberalism, Democracy, and Indigenous Rights. United States: University of Pittsburgh Press.

Saunders, K. J., & Rennie, L. J. (2013). A Pedagogical Model for Ethical Inquiry into Socioscientific Issues In Science. Research in Science Education, 43(1), 253?274. https://doi.org/10.1007/s11165-011-9248-z

Schulz, Fraillon, J., Losito, B., Ainley, J., & Kerr, D. (2008). International Civic and Citizenship Education Study.

Tatto, M. T., Ingvarson, L., Peck, R., Rowley, G., Senk, S., & Schwille, J. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics: Conceptual Framework. Teacher Education and Development International Study Center, College of Education, Michigan State University.

Tubino, Fidel. 2015. La interculturalidad en cuestion. Lima: Pontificia Universidad Catolica del Peru.

Valenzuela, J. P., Bellei, C., & Rios, D. de los. (2014). Socioeconomic school segregation in a market-oriented educational system. The case of Chile. Journal of education Policy, 29(2), 217?241.

Walsh, Catherine. 2012. Interculturalidad critica y (de)colonialidad: Ensayos desde Abya Yala. Quito, Ecuador: Abya Yala.


PONTIFICIA UNIVERSIDAD CATOLICA DE CHILE
SEDE REGIONAL VILLARRICA / JUNIO 2017