Educación intercultural inclusiva en contexto mapuche lafkenche

This research consists of analyzing the textualities of teachers who work in rural basic schools located in Mapuche-Lafkenche territory in the region of La Araucanía. The research problem arises from the existing tension between the positivist/homogenizing school knowledge of the Chilean school and the Mapuche knowledge that the children bring with them, which requires the mobilization of intercultural competences of the teaching staff. The method used was qualitative with descriptive scope. The design was an instrumental type case study. Semi-structured interviews will be applied, which will be coded in an open and axial way with the qualitative software Atlas ti 8.0. The main findings show that inclusive intercultural education requires the mobilization of intercultural competencies linked to learning to be, learning to do, learning to know and mainly learning to live together in order to respond to the demands of a diverse society