Interculturalidad entre saberes oficiales del currículum escolar y saberes locales en aulas comunitarias

Abstract

Critical interculturality is understood as a tool, as a process and project that is constructed from people -and as a demand of subordinateness-, in contrast to the functional one, which is exerted from control. It seeks the transformation of structures, institutions and relationships, and the construction of different conditions of being, thinking, knowing, learning, feeling and living (Walsh, 2010). This approach, consistent with the objectives of the network of dialogic community classrooms that have been developing in Chile since 2005, seek to transform the school curriculum through the encounter between local and official knowledge. Through participatory action research, in two community classrooms, one, in a school in mining cultural context and, the other, in rural context, it aims to determine the local knowledge that disputes space and time to the official knowledge of the school, and whether these, manage to transform the official monocultural curricular structure, from the perspective of a critical interculturality. Through dialogic conversations, collective dialogues and audiovisual records, during three years, it was identified diverse areas of community knowledge that get in the school curriculum, disputing times and spaces to the official curricular knowledge. Nevertheless, the status that this knowledge represents in the school curriculum differs in favor of one classroom with respect to the other. These findings, allow discussing the degree of critical interculturality at the curricular level, and offer transformative praxis towards that way.