| Sumario: | The research problem addressed in this Doctoral Thesis is the exclusion of systematized Mapuche educational content, as reflected in scientific educational productivity, from the Initial Teacher Training (ITT) process. The general objective of the study is to reveal the meanings attributed to Mapuche knowledge systematized by scientific educational productivity within the ITT process, based on an analysis of curricular documents and the perceptions of both trainers and trainees in a Pedagogy program in History, Geography, and Social Sciences at a university in the Araucanía region.
The research adopts a qualitative educational methodology. The methods employed include documentary analysis, semi-structured interviews with academics, and a focus group with undergraduate students. Knowledge construction was carried out through qualitative content analysis, complemented by elements of Grounded Theory. The analysis and interpretation of the qualitative data involved categorization and the reduction of data into networks of codes, properties, dimensions, and categories. This process facilitated the development of a substantive theory that explores the relationships between the meanings associated with Mapuche content in the course under study and the methodological foundations influencing the formation of intercultural meanings.
The main findings include the following meanings:
a) interpretative differences regarding ITT,
b) tension between a monocultural curriculum and an intercultural context, and
c) disagreements regarding training traditions.
Additionally, the study identifies the methodological bases for the process of meaning formation:
a) cultural orientation of training,
b) ideological influences on training, and
c) critical appropriation of professional content.
It is concluded that the course under study lacks intentional planning for the formation of intercultural meanings within the curriculum, and Mapuche knowledge is not treated transversally throughout the training program.
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