Educación rural ante conflictos ambientales en el extremo norte chileno: tensiones institucionales y demandas territoriales

Abstract

Conflicts over land, water and natural resources in the northern zone have their genesis in the existence of two very different production models: that of the indigenous communities, related to the development of agricultural, livestock and ritual activities; and the prevailing national economic model, mainly linked to mining extraction. With this background in mind, the question arises as to the role of rural education in this context, as well as the relationships it builds with the community. For this reason, a qualitative study through semi-structured interviews and walks, together with observations and field notes in a rural school in the Region of Arica and Parinacota and another in the Region of Tarapacá, seeks to answer this question. The results of the research indicate that rural schools are disconnected from local environmental issues, due to a centralised and standardised administrative management structure. This leads to a lack of connection with the environment and its socio-environmental crises. Furthermore, the context of these schools means that their efforts are focused on the immediate needs of highly vulnerable students, relegating socio-environmental issues to the background.