TOWARDS AN ENVIRONMENTAL EDUCATION FROM THE DIALOGUE OF MAPUCHE AND WESTERN KNOWLEDGE IN CHILEAN INTERCULTURAL SCHOOL EDUCATION
Authors
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Ilsa Mendoza-Mendoza
Investigadora Independiente
https://orcid.org/0000-0003-4815-7333
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Segundo Quintriqueo Millán
Universidad Católica de Temuco
https://orcid.org/0000-0002-7228-4095
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Katerin Arias-Ortega
Universidad Católica de Temuco
https://orcid.org/0000-0001-8099-0670
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Fernando Peña-Cortés
Universidad Católica de Temuco
https://orcid.org/0000-0002-0489-1555
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Marleen Westermeyer-Jaramillo
Universidad de la Frontera
https://orcid.org/0000-0003-4176-6320
Abstract
The article discusses the coloniality of knowledge and power present in environmental education in the Chilean education system as the main source of environmental tension. From there, the proposal is to theoretically (re)think environmental education in order to advance towards its epistemological decolonization. Methodologically, this is an exploratory review of the object of study, based on scientific literature in journals indexed in Wos, Scopus, Scielo, Latindex and book chapters. The results support the urgency and relevance of moving towards environmental education from the dialogue of Mapuche and Western knowledge in Chilean intercultural school education. In conclusion, we propose to contextualise the teaching and learning of environmental education in an intercultural perspective, from an epistemological pluralism axis, for the formation of indigenous and non-indigenous citizens who are sensitive to and respectful of the environment.
