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Dec 29, 2021
Abstract
The study deals with the native Aymara and Mapuche peoples temporal episteme towards including in the teaching of history and social sciences in the cosmovision of historically invisible groups in the school curriculum. The increase of this issue in the different areas of the social sciences highlights the need to review and rework the conceptual treatment of temporalities, diversity and their teaching.
Consequently, the study examines the Aymara and Mapuche culture temporality in order to understand their way of life, customs, rituals and how they situate themselves in the world. The methodology consisted of a systematic review, with a content analysis of the theoretical corpus (curricular documents and secondary sources related to cultural anthropology, philosophy, sociology and history). The results aim to the persistence of a linear temporal teaching, where the chronological aspects of one culture, Western European culture, predominate. In front of this, it is important to advance towards a real integration of diversity that takes into account the cultural richness of the Aymara and Mapuche peoples. This will allow teachers to incorporate new perspectives for their teaching practice and, in addition, to include different temporal visions of how other cultures feel, see and narrate time.
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