THE ARTICLE ANALYZES THE PRESENCE OF THE BAVARIAN CAPUCHIN MISSIONARIES IN THE ARAUCANÍA BETWEEN 1896 AND 1929. THE PERIOD INDICATES THE INSTALLATION OF THE ORDER IN THE INDIGENOUS FRONTIER DURING THE EXPANSION OF THE CHILEAN STATE THROUGH THE REDUCTION POLICY ON INDIGENOUS LANDS. IN THIS CONTEXT, THE REFLECTION FOCUSES ON THE INTERCULTURAL RELATIONS PRODUCED BETWEEN THE CAPUCHIN MISSIONARIES AND THE MAPUCHE PEOPLE THROUGH MISSIONARY EDUCATION. AS STATE AGENTS, THEY WERE RECOGNIZED AS IMMIGRANTS, AND PROMOTED IDEAS FROM THE WESTERN WORLD. THIS RESEARCH QUALIFIES THIS VISION REPRODUCED BY HISTORIOGRAPHY, HIGHLIGHTING THE INTERCULTURAL EFFORT OF THE BAVARIAN CAPUCHIN MISSIONARIES.

PRACTICAL TRAINING INSTALLED ON THE CURRICULUM OF INITIAL TEACHER INSTRUCTION IS UNDERSTOOD AS A FUNDAMENTAL CURRICULAR SPACE FOR TEACHING LEARNING AND THE CONSTRUCTION OF PEDAGOGICAL KNOWLEDGE IN FUTURE TEACHERS. CONSIDERING THAT THE PROFESSIONAL TEACHER PERFORMANCE IS DEVELOPED IN DIVERSE DEMOGRAPHIC AND SOCIOCULTURAL CONTEXTS, THIS ARTICLE PRESENTS THE RESULTS OF A RESEARCH THAT LOOKED INTO THE SIGNIFICANCES ATTRIBUTED BY PEDAGOGY STUDENTS TO THE EXPERIENCE OF PRACTICAL TRAINING IN TWO DIFFERENT SOCIO-EDUCATIONAL CONTEXTS: THE URBAN AND RURAL SCHOOL. IN ITS DESIGN, IT WAS EMPLOYED A QUALITATIVE METH- ODOLOGY, THE SEMI-STRUCTURED INTERVIEW WAS THE TECHNIQUE OF PRODUCTION OF INFORMATION. TWELVE STUDENTS OF TWO GENERAL PRIMARY EDUCATION PROGRAMS, FROM A PUBLIC UNIVERSITY IN CHILE PARTICIPATED. AMONG MAIN RESULTS, A POSITIVE VALUATION OF PRACTICAL TRAINING IS HIGHLIGHTED IN BOTH PERFORMANCE CONTEXTS, AND IN PARTICULAR, FOR RURALITY, THE FORMATIVE IMMERSION IN THIS EDUCATIONAL SPACE CONTRIBUTES TO EXTEND THE MEANINGS ABOUT BEING A TEACHER, RELIEVING SOCIAL ROLE AND WORK WITH THE COMMUNITY THAT TEACHERS DEVELOP IN THIS CONTEXT.

THIS ARTICLE SHOWS THE RESULTS OF A RESEARCH WORK WHOSE OBJECTIVE WAS TO IDENTIFY AND DISCUSS EXCLUDING CATEGORIES IN HISTORY SCHOOL TEXTBOOKS, AND ITS PEDAGOGIC RECEPTION IN AN INTERETHNIC SOCIAL AND EDUCATIONAL CONTEXT, SPECIFICALLY IN SCHOOLS LOCATED IN THE REGION OF THE ARAUCANÍA IN CHILE. THE RESEARCH WAS CARRIED OUT UNDER A SOCIO-CRITICAL PARADIGM AND THE METHODOLOGY USED WAS CRITICAL DISCOURSE ANALYSIS. THE SAMPLE WAS A CORPUS OF THREE TEXTBOOKS USED AS DIDACTIC RESOURCES IN 2015. THE RESULTS ALLOWED AS THE POSSIBILITY TO SET UP TWO EXCLUDING CATEGORIES: LINGUISTIC DIVERSITY AS A RESULT FROM THE MEETING OF TWO CULTURES, AND THE FORMATION OF THE NATIONAL TERRITORY/OCCUPATION OF MAPUCHE TERRITORY. HERE IT SEEMS TO PREDOMINATE A CRITICAL PEDAGOGICAL RECEPTION THAT ARGUES AND DISCUSSES, WITH DATA OF THE CONTEXT, THE CULTURAL ASSIMETRY WHICH PROMOTES THE DISCURSIVE CONSTRUCTION OF THE TEXTBOOK.

LA ENSEÑANZA DE LA HISTORIA EN LA ESCUELA CONFIGURA NARRACIONES SOBRE NOSOTROS EN CUANTO COLECTIVIDAD. SE ACOSTUMBRA PENSAR ESTAS NARRACIONES DENTRO DE UNA IDEA ESTABLE DE LO QUE ENTENDEMOS POR SER MEXICANO O CHILENO, PERO EN LAS AULAS Y EN LOS DISTINTOS ESPACIOS PÚBLICOS TALES RELATOS SE TORNAN FRAGMENTARIOS, ANTAGÓNICOS, COYUNTURALES E INCLUSO CONTRADICTORIOS ENTRE SÍ. EN ESTE MOVIMIENTO LA HISTORIA ?EN LA ESCUELA Y EN LOS ESPACIOS PÚBLICOS? HA INCORPORADO A SUS NARRATIVAS TEMAS CASI DEL TODO AUSENTES HASTA AHORA, COMO LOS DE GÉNERO, GRUPOS MARGINADOS Y HECHOS RECIENTES DE ALTA SIGNIFICACIÓN QUE SON DE PRIMERA IMPORTANCIA PARA DAR VIDA A UNA NACIÓN Y UN FUTURO MÁS JUSTOS Y EQUITATIVOS. ENSEÑANZA Y USOS PÚBLICOS DE LA HISTORIA? REÚNE A ESPECIALISTAS DE DOS NACIONES DIVERSAS, PERO CON PREOCUPACIONES AFINES RESPECTO A SU MEMORIA COLECTIVA: CHILE Y MÉXICO, EN UNA GRAN VARIEDAD DE ENFOQUES Y ESTRATEGIAS METODOLÓGICAS QUE DIBUJA UN AMPLIO PANORAMA DE LO QUE HOY SIGNIFICA LA HISTORIA EN AMÉRICA LATINA. ESTE LIBRO ES UNA PUESTA AL DÍA INELUDIBLE EN LA INVESTIGACIÓN COMPARADA SOBRE ENSEÑANZA DE LA HISTORIA LATINOAMERICANA.

EL PRESENTE MANUSCRITO ANALIZA LA DISCUSIÓN EPISTEMOLÓGICA-POLÍTICA QUE SE DESARROLLA RESPECTO A MULTICULTURALISMO E INTERCULTURALIDAD. PRESENTA UN ANÁLISIS DONDE SE CONFRONTAN ARTÍCULOS CIENTÍFICOS, LIBROS Y DEBATES ACADÉMICOS DESDE DIFERENTES CAMPOS DISCIPLINARIOS. EL EJE DE LA DISCUSIÓN ES EL PAPEL QUE ASUMEN LOS ESTADOS EN LA CONFIGURACIÓN DE UNA SOCIEDAD MÁS JUSTA QUE PERMITA IGUALDAD DE CONDICIONES PARA UNOS Y OTROS. SE CONCLUYE QUE EL MULTICULTURALISMO ANGLOSAJÓN Y LA INTERCULTURALIDAD LATINOAMERICANA SON PROYECTOS EN CONSTRUCCIÓN, MÁS QUE REALIDADES CONCRETAS. SE TRATA DE UNA INVESTIGACIÓN BIBLIOGRÁFICA DOCUMENTAL TIPO ENSAYO QUE TUVO COMO PROPÓSITO ANALIZAR NUEVAS POSIBILIDADES DE COMPRENSIÓN Y LÍMITES QUE TIENEN LOS CONCEPTOS EN UN MUNDO EN QUE LOS CONFLICTOS MULTICULTURALES E INTERCULTURALES SE AGUDIZAN CADA DÍA MÁS.

THE ARTICLE PRESENTS RESULTS OF AN INVESTIGATION WHICH AIMED TO CHARACTERIZE THE DECLARED MOTIVATIONS OF STUDENTS FROM AN EARLY ACCESS PROGRAM, TO CHOOSE THE TEACHER CAREER AS A PROFESSIONAL OPTION. THE RESEARCH WAS DEVELOPED FROM A QUALITATIVE METHODOLOGY, CONSIDERING A SEMI-STRUCTURED INTERVIEW AS A SOURCE OF INFORMATION AND CONDENSATION OF MEANINGS AS A METHOD OF ANALYSIS. THE INFORMATION COLLECTED ALLOWS, FROM THE INTRINSIC AND EXTRINSIC DISTINCTION OF MOTIVATIONS, THE CONSTRUCTION OF FIVE MEANING CATEGORIES. IN THE CASE OF INTRINSIC MOTIVATIONS: THE SOCIAL VALUE OF THE TEACHER CAREER, THE PERSONAL FULFILLMENT ASSOCIATED WITH TEACHING, AND INTEREST IN SCHOOL DISCIPLINE. FROM EXTRINSIC MOTIVATIONS, THE BENEFITS OF THE TEACHER CAREER AND THE ACADEMY AS A PROFESSIONAL ASPIRATION. THE STUDY ALSO ALLOWS US TO CONCLUDE THAT THE INTRINSIC MOTIVATIONAL COMPONENTS HAVE A HIGHER DENSITY IN THE TEACHER CARRER CHOICE.

THE ARTICLE PRESENTS RESULTS OF AN INVESTIGATION WHICH AIMED TO CHARACTERIZE THE DECLARED MOTIVATIONS OF STUDENTS FROM AN EARLY ACCESS PROGRAM, TO CHOOSE THE TEACHER CAREER AS A PROFESSIONAL OPTION. THE RESEARCH WAS DEVELOPED FROM A QUALITATIVE METHODOLOGY, CONSIDERING A SEMI-STRUCTURED INTERVIEW AS A SOURCE OF INFORMATION AND CONDENSATION OF MEANINGS AS A METHOD OF ANALYSIS. THE INFORMATION COLLECTED ALLOWS, FROM THE INTRINSIC AND EXTRINSIC DISTINCTION OF MOTIVATIONS, THE CONSTRUCTION OF FIVE MEANING CATEGORIES. IN THE CASE OF INTRINSIC MOTIVATIONS: THE SOCIAL VALUE OF THE TEACHER CAREER, THE PERSONAL FULFILLMENT ASSOCIATED WITH TEACHING, AND INTEREST IN SCHOOL DISCIPLINE. FROM EXTRINSIC MOTIVATIONS, THE BENEFITS OF THE TEACHER CAREER AND THE ACADEMY AS A PROFESSIONAL ASPIRATION. THE STUDY ALSO ALLOWS US TO CONCLUDE THAT THE INTRINSIC MOTIVATIONAL COMPONENTS HAVE A HIGHER DENSITY IN THE TEACHER CARRER CHOICE.