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Due to the global crisis caused by the COVID-19 pandemic, translation and interpretation education faces an uncertain future, reinforcing the idea of a discipline immersed in an interconnected world and aware of international context issues. On this basis, the article explores translation training and international context relation. In addition, it suggests mechanisms to adapt the educational approach to a post-pandemic scenario in which future professionals will develop their professional paths. From a methodological point of view, the article analyzes the relevance of thematic knowledge regarding international relations within translation competence training and the practical experience of Chilean institutions up to the outbreak of the pandemic. Subsequently, the article supports curricular redesign regarding this area, considering new national and international scenarios in which the post-pandemic translation practice will be developed. Finally, it presents a pedagogical proposal that considers the integration of international thematic contents related to theory, concepts, and international scenarios, and also the use of technology given current possibilities. This curricular proposal introduces pandemic context in translation and interpretation-related research in Chile. The paper concludes by calling attention to promoting initiatives in this area through virtualized education processes, reinforcing this aspect of translation competence for a changing global scenario, based on the collaborative work among national and international programs for translation and interpreting education. [ABSTRACT FROM AUTHOR]

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Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The results of a study on the construction and definition of curricula for education in history and social sciences in an intercultural indigenous context (Arauco Province, Chile) are presented in this article. The effective incorporation of Mapuche cultural knowledge into school curricula was examined through an empirical-documentary study founded on the declaration of recognition of cultural diversity and the promotion of identity affirmation proposed in the principle guidelines to curriculum design that emerged from the educational reform in Chile at the end of the nineties. The results show educational communities in intercultural indigenous contexts have yet to design curricula of their own that incorporate the culture of indigenous-Mapuche students in their learning processes. On the contract they fully implement the ministry's syllabuses, which give little if any consideration to the Mapuche culture in the proposed curricula. [ABSTRACT FROM AUTHOR]