https://doi.org/10.25058/20112742.50
Gianinna Muñoz Arce
gimunoz@uc.cl
Universidad Alberto Hurtado, Chile
Abstract:
This paper examines the possibilities to foster some decolonizing praxis through social intervention processes. In order to do that, there is a discussion of the results of qualitative research carried out in 2013-2014 on the experience of a professional team, which created intervention approaches to recover and put into practice an “other” knowledge, Mapuche knowledge, through their work with Mapuche children and youth, with a foundation funded by the Chilean government. Findings from the study suggest there is a space of professional secrecy that can be used by practitioners to dismantle the colonial matrix. Besides, the study evidences the need to critically analyse the role of universities in training professionals engaged in social intervention, as well as the challenge of strengthening Mapuche organizations and movements, so they can monitor how their culture is subsumed by hegemonic social policy.
Keywords: Social intervention, decolonization, epistemology, Mapuche people.
