<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872024000200219</article-id>
<article-id pub-id-type="doi">10.21814/rpe.28453</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación educativa intercultural en contexto indígena: Desafíos Epistemológicos en la escuela actual]]></article-title>
<article-title xml:lang="en"><![CDATA[Intercultural educational relationship in the indigenous context: Epistemological challenges in today's school]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relação educativa intercultural no contexto indígena: Desafios epistemológicos na escola atual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arias-Ortega]]></surname>
<given-names><![CDATA[Katerin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Blanco-Figueredo]]></surname>
<given-names><![CDATA[Lázaro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Temuco Facultad de Ciencias de la Salud Departamento de Psicología]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Temuco Facultad de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>37</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872024000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872024000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872024000200219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo discute la necesidad de repensar las relaciones educativas en contexto indígena, que históricamente se han caracterizado por tensiones epistemológicas entre el profesorado y los estudiantes indígenas, lo que limita dar respuesta a los desafíos de interculturalismo que caracterizan a la escuela y la sociedad actual. Las discusiones se enmarcan en un proceso de análisis e interpretación respaldado por un marco epistémico coherente y sistematizado de fundamentos teóricos como la pedagogía crítica, el constructivismo y el enfoque educativo intercultural. Estos fundamentos teóricos cuestionan la lógica hegemónica atribuida al sentido de la escuela y las relaciones educativas que históricamente han establecido relaciones de poder, asimetría e invisibilización de los marcos epistémicos propios de sujetos que pertenecen a sociedades y culturas diferentes los que han sido negados y minorizados en la educación escolar. De esta manera, sostenemos que repensar las relaciones educativas en contexto indígena desde un enfoque intercultural permitiría avanzar hacia un pluralismo epistemológico en la educación escolar en contextos de diversidad social, cultural y territorial. Concluimos la urgencia de una relación educativa en contexto indígena que permita formar a ciudadanos interculturales como desafíos del siglo XXI caracterizado por la diversidad social y cultural propio de la sociedad global.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article discusses the need to rethink the educational relationship in the indigenous context, which has historically been characterized by epistemological tensions between indigenous teachers and students, which limits responding to the challenges of interculturalism that represent today's society and the school. The discussions are framed in the process of analysis and interpretation supported by a coherent and systematized epistemic framework of theoretical foundations such as critical pedagogy, constructivism, and the intercultural educational approach. These theoretical foundations question the hegemonic logic attributed to the meaning of school and educational relationships that has historically established power relations, asymmetry and invisibility of the epistemic frameworks of subjects who belong to different societies and cultures that have been denied and minoritized in school education. In this way, we maintain that rethinking the educational relationship in the indigenous context from an intercultural approach would allow progress towards epistemological pluralism in school education contexts of social, cultural, and territorial diversity. We conclude with the urgency of an educational relationship in an indigenous context that allows the training of intercultural citizens as challenges of the 21st century characterized by the social and cultural diversity that represents global society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo discute a necessidade de repensar a relação educativa no contexto indígena, o que historicamente se caracteriza por tensões epistemológicas entre o professor e os estudantes indígenas, o que limita dar resposta aos desafios de interculturalidade que caracteriza a sociedade atual e a escola em particular. As discussões se marcam em um processo de análise e interpretação respaldado por um marco epistémico coerente e sistematizado de fundamentos teóricos educativos como a pedagogia crítica, o construtivismo e o enfoque intercultural. Esses fundamentos teóricos questionam a lógica hegemônica atribuída ao sentido da escola e das relações educativas que historicamente estabeleceram relações de poder, assimetria e invisibilidade dos quadros epistêmicos de sujeitos pertencentes a diferentes sociedades e culturas que foram negadas e minorizadas na educação escolar. Dessa forma, sustentamos que repensar a relação educativa no contexto indígena a partir de uma abordagem intercultural permitiria avançar para o pluralismo epistemológico na educação escolar em contextos de diversidade social, cultural e territorial. Concluímos na urgência de uma relação educativa em contexto indígena que permita formar cidadãos interculturais como desafios do século XXI caracterizado pela diversidade social e cultural que caracteriza a sociedade global.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Relación educativa]]></kwd>
<kwd lng="es"><![CDATA[Enfoque educativo intercultural]]></kwd>
<kwd lng="es"><![CDATA[Interculturalidad.]]></kwd>
<kwd lng="en"><![CDATA[Educational relationship]]></kwd>
<kwd lng="en"><![CDATA[Intercultural educational approach]]></kwd>
<kwd lng="en"><![CDATA[Interculturality.]]></kwd>
<kwd lng="pt"><![CDATA[Relação educativa]]></kwd>
<kwd lng="pt"><![CDATA[Enfoque educativo intercultural]]></kwd>
<kwd lng="pt"><![CDATA[Interculturalidade.]]></kwd>
</kwd-group>
</article-meta>
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