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vol.34 número2REVALIDACIÓN DE CONSTRUCTO ÍNDICE DE CALIDAD DEL APRENDIZAJE PROFESIONALPERCEPCIONES Y ACTITUDES DE LOS ESTUDIANTES DE PEDAGOGÍA HACIA LA INCLUSIÓN EDUCATIVA índice de autoresíndice de materiabúsqueda de artículos
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Estudios pedagógicos (Valdivia)

versión On-line ISSN 0718-0705

Resumen

QUILAQUEO R, Daniel  y  SAN MARTIN C, Daniel. Categorization oí Mapuche educational knowledge through the Grounded Theory. Estud. pedagóg. [online]. 2008, vol.34, n.2, pp.151-168. ISSN 0718-0705.  http://dx.doi.org/10.4067/S0718-07052008000200009.

The aim of this research is to categorize Mapuche educational knowledge by using methodological theoretical aspects of the Grounded Theory. The categorization is made through the Open Coding. On research, the lack of systematization of indigenous knowledge in Chile is observed, particularly, the Mapuche educational knowledge for an intercultural curriculum. In the last decade, however, legal instruments such as the Law Indígena N° 19.253 at local level and the International Labour Organization Convention N° 169, promoting intercultural education at international level were created. This study analyzes a data consisting in 60 kimche dis-courses about Mapuche education. In order to build conceptual categories containing the main knowledge and cultural understanding related to child and adolescent education, the Open Coding is used. To make a rigorous analysis and an accurate interpretation of data, and also to créate conceptual nets of categories and subcategories, the Atlas-ti 5 software is used. Findings show the Kimeltuwün (educational process), Kimiln (knowledge) and Sociocultural Practices categories as well as eighteen subcategories.

Palabras clave : mapuche educational knowledge; grounded theory; open coding.

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