原住民家庭教育与学校教育之间的遭遇和分歧:叙事评论
Fabiola Godoy-Leal1,2, Katerin Arias Ortega3, Enrique Riquelme Mella2
1Department of Health, Facultad de Salud, Mendoza, Universidad Santo Tomás, Los Angeles 4430000, Chile.
Behavioral sciences (Basel, Switzerland)
|November 27, 2025
概括
西方教育在智利历史上边缘化了土著家庭知识. 这项研究倡导将土著和西方教育方法整合起来,以促进整体学习并改善土著学生的社会经济成果.
科学领域:
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
- 人类学是人类学.
背景情况:
- 西方教育在智利的土著领土旨在知识均化,经常否认土著家庭的教育传统.
- 这种冲突造成了脱节,影响了土著儿童学校教育的文化相关性和有效性.
研究的目的:
- 反思土著家庭教育和西方学校教育的目标.
- 探索通过认识论多元主义来阐明这些多样化的知识系统的潜力.
- 分析土著领土内家庭与学校的关系及其对知识建设和社会经济改善的影响.
主要方法:
- 理论和实证研究的叙述性回顾.
- 在过去十年中,在Scopus,SciELO和Scholar数据库中进行的搜索.
主要成果:
- 确定了家庭与学校关系的挑战,西方学校教育往往会否定土著学生的社会文化背景.
- 突出了对价值土著知识建设的水平教育过程的机会.
- 通过更好的教育融合,认识到改善社会经济状况的潜力.
结论:
- 建议将土著学者纳入教学和学习.
- 建议将教育语境化,使其与土著领土保持一致.
- 倡导在学校系统内阐述土著的内容和方法,以尊重和利用当地社会文化逻辑.
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