Perceived discrimination among teachers and traditional culture educators in intercultural education in La Araucanía, Chile

Abstract The article presents research results on the educational relationship between mentor teachers and traditional culture educators in implementation of Programa de Educación Intercultural Bilingüe (Bilingual Education Program, BIEP) La Araucanía, Chile. Research methodology is mixed, which a Likert-style scale questionnaire applied to total 155 participants, 105 are 50 teachers. Results show practices explicit implicit discrimination perceived by Mapuche students they establish with teacher. Both recognize that an involvement, recognition collaboration could reverse such discriminatory practices. We conclude school education based forms racism towards teaching indigenous language at school. Thus, tradition challenges its historical role processes subalternization people. In this context, there need for intercultural intervention provide relevant response social, cultural, linguistic diversity present education. This constitutes challenge directors, teachers, parents, community members advance inter-epistemic dialogue, respect, ethics, political commitment, co-responsibility, negotiation, mediation abandonment biased frames reference.