Mapuche Education and Spanish Colonization
Mapuche Educational Process
Kimeltuwun: Educational Knowledge
Kimeltuwun represents the transmission of Mapuche educational knowledge and values related to nature and human relationships.
Systematic Design
The Mapuche worldview emphasizes the interconnectedness of nature. Every element plays a vital role, and affecting one part has global consequences for the entire community, potentially leading to natural disasters.
Humans (nge) are an integral part of nature, engaging in a harmonious, collaborative relationship. Adhering to the laws of nature is paramount, as any violation, even unintentional, has repercussions.
Core Concept: Ekuwun (Respect for Nature)
Ekuwun, respect for nature, is the foundational principle. Humans are part of nature, interconnected with all other elements. Actions have consequences within this systemic approach. Ekuwun is cultivated through three areas of training:
- Kimun (Conceptual): Knowledge encompassing social, cultural, plant, and animal realms. Understanding the Mapuche worldview, including concepts of time and space.
- Procedural: Cultivating knowledge through specific practices:
- Zapino: Life as an eternal process of perfection, continuing after death. Communication with ancestors is essential.
- Inatuzugu: Exploring family roots and embracing Mapuche identity.
- Gulam: Interpreting and understanding the language of nature.
- Attitudinal: Evaluating people, environment, and culture, fostering respect among individuals and between humans and nature. This involves a continuous attitude of gratitude towards ancestors and nature, recognizing nature’s provision of essential resources. Three key relational aspects are emphasized (child-centered):
- Yamuwun: Measurement
- Azmawun: Respect
- Mañummawun: Gratitude
Knowledge is considered cumulative, with elders holding the most wisdom and respect within the community.
Mapuche Education and Spirituality
Mapuche education emphasizes immortality, with religious life playing a central role. The world is understood through a lens of magical natural forces and deities. The Machi (female/mother figure in a matriarchal society), chosen in childhood by another Machi, serves as a vital link between the natural world, gods, ancestors, and humans. The Machi is responsible for medicine, healing, and possesses extensive knowledge of nature, holding a significant role in Mapuche education.
The Mapuche community is paramount within the accredited indigenous structure.
Colonial Times
Spanish Influence
In 1440, Spain, driven by a desire to strengthen its monarchy weakened by internal wars, began expelling the Moors. This deeply religious, medieval-minded Spain, focused on salvation, encountered a scientifically and technologically advanced Europe. This led to a focus on research and discovery applied to trade, enriching Europe while Spain, under the influence of the Church, lagged behind.
Columbus and the New World
Christopher Columbus, seeking a new trade route, entered into the Capitulations of Santa Fe with the Spanish Crown, granting him viceroy and governor status over any discovered lands. He set sail on August 3, 1492, reaching the Cuban archipelago, mistakenly believing it to be India. The journey from the Canary Islands to San Salvador Island took 35 days.
Spanish-Portuguese Disputes and Papal Intervention
Disputes arose between Spain and Portugal over the new territories, prompting Spain to seek papal intervention. The Toledo peace treaty had previously granted Spain rights to conquests in Africa (Portuguese territory).
Papal Bulls of 1493
- May 3, 1493: Inter Caetera Bull (Grant): Granted spiritual rights and the responsibility for evangelizing and saving the souls of the indigenous people. This bull significantly influenced education.
- May 3, 1493: Eximiae Devotionis Bull:
- May 4, 1493: Second Inter Caetera Bull: Defined territorial boundaries between Spain and Portugal.
Encomienda System and Early Evangelism
The Spanish Crown established the encomienda system, granting encomenderos (settlers) control over indigenous populations for their care and evangelization, while also exploiting their labor. This compulsory education served as a tool for evangelization in private hands. The Spanish were tasked with teaching “good manners,” which often meant disrupting and dismantling indigenous cultures.
The Crown granted the Spanish considerable autonomy, leading to abuses of power. While indigenous peoples adapted outwardly, they often preserved their cultural essence and practices.