The paper studies the particularities of the educational policies of the Popular Unity. To answer this question, the context has been recreated and the main issues and conflict of these policies are explored. This objective is original because most of the investigations on this regard have studied the logic of the groups that fought to govern the country, have highlighted the differences between the educational projects of past governments or have evidenced the controversies surrounding the Unified National School. To achieve this answer, the study carried out an exhaustive review of the main primary and secondary sources in this matter [ABSTRACT FROM AUTHOR]
*MULTICULTURALISM, *EDUCATION policy, *AYMARA (South American people), *INDIGENOUS peoples of South America, *SUBJECTIVITY, *AYMARA language, *EDUCATION, *SOCIAL history, CHILEAN history, SOCIAL aspects
Abstract
The topic which deals with this paper is the construction of subjectivities through a dialogic reason in the elaboration of public policies by Chile, in the field of interculturality and the expression that it has in the teaching of history, specifically on basic education in the areas of high concentration of students from Aymará ethnic groups. Methodologically a structural analysis is applied in order to give an account of the perceptions of the main actors in a school, and thus investigate the inconsistency that can be generated with the International Labor Organization (ILO) Convention N°169. [ABSTRACT FROM AUTHOR]