Challenges in the Practice of Co-Teaching in Intercultural Education for Teaching the Mapuche Language and Culture in Chile

Abstract

The article discusses the interpersonal and professional challenges that emerge in co-teaching practices among professionals responsible for teaching the Mapuche language and culture in Chile. The methodology adopts a qualitative approach, using semi-structured interviews with teachers and Mapuche knowledge holders who implement intercultural education within a monocultural school system. The findings highlight the need to establish guidelines for the professional development of both educational actors, which would help address the interpersonal and professional issues that affect co-teaching practices, thereby fostering an intercultural educational perspective. We conclude that, within co-teaching relationships, it is urgent to establish a support model that strengthens professional practices from an intercultural standpoint. In this regard, mutual recognition and collaboration emerge as guiding principles to enhance the teaching of Indigenous language and culture in school education, thus strengthening students’ sociocultural and territorial identity. The article contributes by offering actionable insights to support the implementation of co-teaching in intercultural education, enabling intercultural teaching and learning processes grounded in a dialogical and symmetrical relationship between Mapuche and school-based knowledge systems.