Decolonizing the training of engineers and scientists: The case of the Faculty of Physical Sciences and Mathematics at Universidad de Chile

Authors

  • Claudia Rodríguez-Seeger University of Chile
  • Doris Sáez-Hueichapan University of Chile
  • Alexandra Fuenzalida-Artigas University of Chile
  • Ignacio Ñancupil-Quirilao University of Chile
  • María Elena Lienqueo University of Chile
  • Carlos Contreras-Painemal University of Chile
  • Felipe Díaz-Alvarado University of Chile

DOI::

https://doi.org/10.36615/sotls.v5i1.181

Keywords:

Indigenous, Higher education, Interculturality, Indigenous communities, Discrimination

Abstract

Given current global crises, there is a need to move beyond the anthropocentric, reductionist and short-term vision of the world, imposed through the hegemony of Western culture. Are we still in time to change the prevailing hegemonic vision of the world and better address global crises and their local impacts? What is the role of intercultural higher education in this challenging task? We conceive this type of education for the training of future decision-makers, as well as scientists and technicians who must respond to current and future challenges in society. Therefore, we evaluate the contribution of the Indigenous Peoples Program (PPI) of the Faculty of Physical and Mathematical Sciences (FCFM) at Universidad de Chile (UCH). We conclude that the PPI opens up possibilities for intercultural training in the FCFM, which can contribute to changing the professional and scientific performance of its graduates, opening their minds to other cultures, worldviews, values and paradigms.

Additional Files

Published

2021-04-28

How to Cite

Claudia Rodríguez-Seeger, Doris Sáez-Hueichapan, Alexandra Fuenzalida-Artigas, Ignacio Ñancupil-Quirilao, María Elena Lienqueo, Carlos Contreras-Painemal, & Felipe Díaz-Alvarado. (2021). Decolonizing the training of engineers and scientists: The case of the Faculty of Physical Sciences and Mathematics at Universidad de Chile . Scholarship of Teaching and Learning in the South, 5(1), 87–106. https://doi.org/10.36615/sotls.v5i1.181