Interculturality in teacher education: A contribution from indigenous peoples’ voices

Abstract

This article reports on a study that analyzed the discourses of Mapuche and Aymara people in relation to teacher education. Our aim is to contribute to the inclusion of specific training in pedagogical attention to cultural diversity in formal processes higher education for teachers, an issue that we consider urgent.  This article presents a general view of the current context, the main conceptual and epistemological foundations on which the study is based, and its methodological guidelines. The results of the first levels of analysis show a nearly complete correspondence between the conceptualizations, evaluations, and expectations about teacher education held by the different actors consulted: teachers, traditional educators, students, parents, and relatives, both Mapuche and Aymara.