An overview of Indigenous peoples in Chile and their struggle to revitalise their native languages: the case of Mapudungun
Cargando...
Archivos
Fecha
2022-01
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
UCL IOE Press
Nombre de Curso
Licencia CC
Attribution 4.0 International (CC BY 4.0)
Licencia CC
https://about.scienceopen.com/copyright-notice/
Resumen
Languages are not just sets of words. They are powerful tools essential to carry history, traditions, culture and wisdom. In Latin America, Mapudungun, the native language of Mapuche people – the largest ethnic group in Chile – can be threatened. A substantial linguistic shift has characterised the panorama of native languages of the current territory. However, language and education policies have been insufficient for their preservation. This article analyses Mapudungun from a general historical perspective to define Indigenous communities’ experience in the country: insufficient state support for revitalising their languages and decolonising the Chilean national curriculum. An overview of Mapudungun in the last century is provided by explaining relevant linguistic and educational policies. The PEIB (Intercultural Bilingual Education Programme), a linguistic and educational policy in Chile, is considered in depth. It aims to improve the quality and relevance of learning from curricular contextualisation. It also seeks to teach Indigenous children their culture, traditions and languages. However, the lack of support for traditional educators and the decontextualised curriculum have further impoverished their background and increased the gap between native peoples’ languages and Chilean society. The article ends with a call to policymakers to recognise the importance of the construction of Chilean identities.
Notas
Indexación: Scopus.
Palabras clave
Chilean educational policies, Intercultural Bilingual Education Programme, Mapuche, Mapudungun, Programa Intercultural Bilingüe
Citación
London Review of Education, Volume 20, Issue 15, January 2022, Article number 10
DOI
10.14324/LRE.20.1.10