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This paper describes, in comparison with Brazil, the critical experiences of Chilean field of Physical Education after the 1990s. In methodological terms, the study is based on a review of articles that publish on the theme in Chile. The results highlight similarities but, also, differences in the trajectory of critical pedagogy in both countries. The analysis aims to produce a common agenda for critical pedagogy of Physical Education in sense of Latin-Americans reality. [ABSTRACT FROM AUTHOR]

This article presents the main epistemic characteristics of the educational methods used in Mapuche family education in communities in the Araucanía region, in Chile. The concept of epistemology is considered with regards to the production of practical, technical, symbolical and spiritual knowledge, as an epistemological critique of the monocultural nature of the school curriculum. The methodology used is qualitative research, based on Grounded Theory; the results shed light on the educational methods used in the learning and teaching of content relating to individuals and society, the setting in time and place, and spatial awareness. It is concluded that this kind of education is organized considering distinctive methods formulated on the basis of the rationale of Mapuche educational knowledge. [ABSTRACT FROM AUTHOR]

This study presents the discourses of gender in the national press during the 2006-2011 government of the first woman president in Chile, Michelle Bachelet. The underlying hypothesis of this research is the triangulation between gender, discourse, and symbolic violence in the press. The findings reveal sexism, social control, and xenophobia. [ABSTRACT FROM AUTHOR]

Reading/writing teaching and learning processes for deaf students enrolled in bilingual contexts are examined in this study. The objective is to contribute to theoretical and practical reflection on the educational answers to the demands of literacy teaching for this particular population. The type of education now being offered in Chile and in other Latin American countries does not respond to the linguistic, cultural and learning characteristics of the deaf. In other words, current educational proposals do not consider the features of visual learning, the incorporation of sign language in learning processes, nor the cultural beliefs and modes of the deaf. A model of bilingual intercultural education (IBE) that is based on deaf epistemologies, values the language and culture of deaf communities, and inspires models for literacy instruction and teaching practices centered on the features of visual learning by the deaf is needed. [ABSTRACT FROM AUTHOR]

This article is a critical analysis of scientific and technological research in Chile. In this we contrasted distinct definitions of epistemology, scientific development and university evolution. We found that the University in Chile has a marked professional orientation that is functional to the industrialization strategy. Consequently, the category of a scientific being has not strength in the Chilean consciousness. Furthermore, there are indications that the industrialization process and the educational system have inhibited Chile's speculative and scientific development. The promotion of scientific and technological research will not be sufficient if is not accompanied by important university system reforms. [ABSTRACT FROM AUTHOR]