El derecho a preservar la identidad cultural de los pueblos originarios: subordinación de los saberes ancestral a la cultura dominante. Caso: escuela estatal inserta en comunidades mapuche de la provincia del Neuquén, Argentina.

This article takes up a chapter of the thesis defended in the year 2022 to approve the Doctorate in Education at the National University of Comahue in Argentina. I narrate a scene in an urban school classroom whose population is mapuche and non- mapuche boys and girls, where a non-mapuche teacher teaches a subject of natural sciences that is in opposition to the knowledge of a mapuche child. From it, I analyze the subjugation of the right to preserve culture and maintain the worldview of native peoples. This right is denied by the dominant culture that is expressed in the Argentine state school which does not grant validity to the knowledge of the pre-existing peoples to the constitution of the national state, making it invisible. I propose to analyze this situation from the political, institutional and subjective experiential dimensions with the intention of making a contribution to the praxis claiming the rights of native peoples, from a decolonial perspective located in the South of this continent. [ABSTRACT FROM AUTHOR]