Aymaras y afrodescendientes en la enseñanza de las ciencias sociales en el Norte Grande de Chile

Résumé

This thesis is an investigation framed in the critical theory of the didactics of the social sciences, specifically addressing the problem of being able to recognize the ethnic minorities of northern Chile, in this case the Aymaras and Afro-descendants. Given the scenario described, there is a need to investigate the difficulties of incorporating the Aymara and Afro-descendants into the curriculum and teaching; around the ways and forms in which aspects that are so relevant to the valuation of the other are being addressed and the obstacles that appear in practice; the place they should occupy in the curriculum and in teaching according to the vision of prominent members of both communities. Which led us to ask the following questions ¿what is the presence of ethnic minorities in the Chilean school curriculum? and ¿what do the aymara and afro-descendants believe that their past and present should be taught and why? In this context, our central objectives were: 1) to analyze the cultural presence of ethnic minorities in the curriculum of Chile and that of other countries such as Mexico, Colombia, Brazil and Peru; 2) Describe and interpret the perceptions and representations that aymara and afro-descendant teachers, leaders, students have of themselves and their communities; and 3) find out what aymara and afro-descendant teachers, leaders, students believe should be studied about their cultures in schools, and how they want to be identified by the rest of Chileans. To answer the question, A qualitative methodology was applied, based on a case study, where the sample was represented by students, history and social science teachers, and aymara and afro-descendant leaders from the Arica-Parinacota and Tarapacá regions. The tools and techniques for collecting information were the analysis of curricular documents, questionnaires, focus groups and interviews, which were worked with the Atlas ti software. In this sense, the results have allowed us to show that: 1) come in the curriculum prescribed and analyzed in the different countries, we can point out a heterogeneity between them, from the point of view of its form and structure to the depth in the treatment of the contents; 2) we observe how the leading role in the defense of culture is in the peoples and communities, on the one hand, the people aymara nourishes the new generations from its past, the afro-descendant tribal people try to reinvent themselves and reactivate their traditions lost in time and; 3) on the other hand, the research participants want to be known and recognized as people with identities that coexist, that contribute a part of history to the construction of a region and a country, that is, that they are accepted as part of Chile, but from a culturally diverse Chile, where they do not feel racial discrimination or segregation, where they are value within the difference and the common.