MAPUCHE CHILDHOOD LOCKED UP: INTERNSHIPS OF SCHOOLS-MISSIONS IN LA ARAUCANIA, CHILE (1900-1935)

ABSTRACT This article studies the operation of boarding schools for children in the territory of Araucanía, administered by Capuchin missionaries, between 1900 and 1935, during which the reduction policy of the Mapuche people was consolidated in Chile. The method was qualitative-descriptive with a historiographic design, from which, the following categories were found by a methodological triangulation: cultural shock Chileanization/evangelization/Mapuche world in the boarding school, Mapuche childhood separated according to gender, regulated Mapuche childhood: formalization of routines , controlled visits to the internees by their families, ideological justification/presence of the boarding school; Loss of the mapuzungun (Mapuche Language), agents of surveillance and control. The results can contribute to promote interest in studying an unexplored field of educational research in Latin America: the pedagogical role of internees in contexts of interethnic relations.

摘要 本文研究1900年至1935年间，智利阿劳卡尼亚（Araucanía）地区由嘉布遣会（Capuchin）传教士管理的儿童寄宿学校运营状况，彼时智利针对马普切（Mapuche）族群的同化政策正处于巩固阶段。本研究采用史学研究设计（historiographic design）下的质性描述法，通过方法三角验证（methodological triangulation）归纳出以下研究范畴：寄宿场域内智利化、福音传教与马普切本土世界间的文化冲击，按性别划分的马普切童年群体，规范化的马普切童年：日常规程的形式化，家属对寄宿学员的受控探访，寄宿学校的意识形态辩护与存在依据，马普切语（mapuzungun）的流失，以及监视与管控的实施主体。本研究成果可为激发学界对拉丁美洲教育研究中一个未被充分探索领域的研究兴趣提供助力，该领域即族际关系语境下寄宿学员的教育作用。