Etnicidad y curriculum: representaciones de profesores descendientes de pueblos originarios en la frontera norte de Chile

In Latin America, the predominance of a homogeneous concept of identity has been identified, generating a divorce between community knowledge and school, to the point that for those students who embody diversity in the classroom, school represents the place where they do not feel free, and their cultural identity is contradicted. This is evidently more sensitive in border contexts. This work proposes to analyze the representations of the teaching role held by teachers of indigenous descent in the Chilean region of Arica and Parinacota, bordering Peru and Bolivia. A qualitative, descriptive-interpretive study is presented, in which data collection was carried out through in-depth interviews and focus groups. The analysis, of a thematic type with mixed coding, resulted in the national curriculum being the central node of the representation of the teaching role, relegating its ethnic identity commitment to the background, evidencing the imprint of centuries of cultural invisibility and national homogenization policies. In this way, we seek to contribute valuable input for the construction of an education based on horizontal interculturality and bidirectional relevance.