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This article aims to analyze indigenous socio-educational knowledge to build an intercultural knowledge dialogue in the school curriculum, using educational experience from a Mapuche context in Chile. Based on the knowledge of teachers, indigenous scholars, and parents, the article outlines three ways to guide the construction of a knowledge dialogue when implementing intercultural education. The methodology uses a comprehensive interpretative paradigm. The results reveal that indigenous socio-educational recognition for intercultural knowledge dialogue in an educational environment is essential for changing the school's epistemological colonialism, monoculturalism, and disconnect from the territory. The work highlights the importance of exploring the potentialities of intercultural dialogue to overcome the socio-educational and socio-cultural ambivalence of actors in the school setting, as well as the hegemony of a Eurocentric curriculum. Thus, the contribution to the educational debate is linked to the presentation of contextualized and intercultural guidelines that serve as references for the actors in the educational field, in the challenge of achieving decolonized coexistence.
Cuevas et al. (Tue,) studied this question.