The social invisibility of Mapuche people in the teaching of History in Chile

Rodríguez, Alexis Sanhueza; Blanch, Joan Pagès; González-Monfort, Neus; González-Valencia, Gustavo

doi:10.1590/S1678-4634202248243440eng

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ARTICLES • Educ. Pesqui. 48 • 2022 • https://doi.org/10.1590/S1678-4634202248243440eng copy

The social invisibility of Mapuche people in the teaching of History in Chile¹ 1 - The data set that supports the results of this study is not publicly available, given the data confidentiality protocols. You may request access to the data directly with the author via e-mail at alexis.sanhueza.03@gmail.com. This work was supported by CONICYT BCH/DOCTORADO 72180226. ^* * English version by Bora Hysi. The authors take full responsibility for the translation of the text, including titles of books/articles and the quotations originally published in Portuguese.

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Abstract

This article proposes a substantive theory intended to explain the Mapuche people’s social invisibility phenomenon in the History and Social Sciences school curriculum, based on what elementary school teachers think, say and do in Chile. The research method was designed using Grounded Theory through its systematic and reflexive modality.This study was developed by means of a triangulation method combining questionnaires, interviews and participant observations, applied to elementary school teachers. The investigation integrated the different elements of Grounded theory into an organizational scheme that included the structure proposed by Strauss and Corbin (2002)STRAUSS, Anselm; CORBIN, Juliet. Bases de la investigación cualitativa: técnicas y procedimientos para desarrollar la teoría fundamentada. Antioquia: Universidad de Antioquia, 2002. and the research process for the purpose of developing our theory. The data codification process was conducted with the help of ATLAS.ti software. The results show an oficial knowledge policy that operates within the curriculum and makes the Mapuche history and memory invisible in the History school curriculum. Furthermore, there are certain mechanisms that intervene in the maintenance of this social invisibility, such as standardized tests, the professional development of elementary school teachers and the educational community.

History teaching; Mapuche culture; Cultural diversity; Curriculum design

	The official knowledge policy
Subcategories	•Invisibility of the history and memory of the Mapuche people. •Teacher training •Obstacles and proposals for social change •Teachers as curriculum controllers

Categories	Quotes
1- Official knowledge policy	•I believe the State should take responsibilities it does not want to. Then, to admit errors that they -the State- have committed would be serious. It is better not to investigate any further and that the topic -in the curriculum- stays floating.
2- Invisibility of the Mapuche history and memory	•Chilean education does not want us to know our full history. A part of Chilean history was cut, and we only speak of one part. And that is what is untold and will never be said in Chilean history, because educative institutions that lie to us to this day would have a lot to answer.
3-Training of teachers	•Little or nothing is taught about indigenous peoples in Universities.
4- Obstacles and posibilities for social change	•A substantial part of society does not recognize the issue of occupation -territorial dispossession-, they do not recognize the importance it deserves.
5- Teachers as controllers of the curriculum	•Children ask: teacher, what is going on? Specially here in Chile last year because of the Camilo Catrillanca situation. Teacher why did that happen? Where does all this come from? Children ask and one must be apt to be able to answer and maybe leave other content aside and delve into that.

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E-mail: revedu@usp.br

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[1] Alexis Sanhueza Rodríguez holds a doctorate in education with specialization in didactics of social sciences from the Autonomous University of Barcelona. Is a profesor at the Temuco Catholic University and member of the Chilean Network for the Teaching of Social Sciences (REDIECS).

Joan Pagès Blanch (1948-2020) held a doctorate in educational sciences from the Autonomous University of Barcelona. Was a professor of didactics of social sciences at the Autonomous University of Barcelona from 1977 to June 03, 2020.

Neus González-Monfort holds a doctorate from the Autonomous University of Barcelona. She is a professor of social sciences didactics at the Autonomous University of Barcelona and a member of the Social Sciences Didactics Research Group. (GREDICS).

Gustavo González Valencia holds a doctorate from the Autonomous University of Barcelona. He is a professor of social sciences didactics at the Autonomous University of Barcelona and a member of the Social Sciences Didactics Research Group. (GREDICS).