Exclusión y humillación: situaciones pedagógicas de discriminación en escuelas mapuche

The article addresses the systematic exclusion present in ruralMapuche school classrooms. It is socially relevant due to theurgent need to create inclusive environments where all childrenare welcomed. We understand inclusion as an ideology that isconditioned by a structured and rigid educational system. Theobjective is to analyze accounts of discrimination by various educationalactors in rural school classrooms with Lafkenche populationslocated in the territory known as Costa Araucanía, in Chile.The method was qualitative and the paradigm hermeneutic. Thedesign is an instrumental case study. Semi-structured interviewswere conducted, and the transcripts were subjected to analyticalprocedures of open and selective coding. The findings showedthe presence of hidden discrimination, social rejection, rejectionamong the children themselves through disruptive behavior,feelings of shame for being Mapuche, self-discrimination withregard to the teaching of the Mapunzugun language, and feelingsof shame for being Mapuche. The main conclusions relate tostructural changes in different dimensions of inclusion, the failureof intercultural and inclusive policies, and the need for educationthat promotes a sense of cultural identity and belonging in territorieswith a high Mapuche population density.