Interculturalidad y lenguaje de contienda en la escuela: Un análisis de caso de las representaciones hegemónicas sobre cultura e interculturalidad contenidas en el discurso docente

The objective of this study is to understand the representational variations of culture and interculturality in the discourse of first-cycle teachers at an intercultural public school in La Araucanía, Temuco, Chile. Through critical discourse analysis, the study identifies content guidelines, thematic cores, issues, ethical-political positions, and meanings attributed to intercultural social discourse. It examines ideological structures and power relations embedded in language, which can be grouped into hegemonic models that shape an ideological consensus in teachers’ representations. Based on this analysis, the study critically reflects on prevailing notions of culture and interculturality in the educational field, highlighting how they generate asymmetrical relationships and experiences of injustice in school settings.The findings reveal that actors predominantly conceive a dualistic vision, where interculturality is often limited to interactions between two groups—defined by interlocutors as culturally distinct, typically indigenous and foreign—thus obscuring both inherent conflicts and the power asymmetries present within these groups. Additionally, the study emphasizes the marginalization of intercultural practices in the school curriculum, which are mostly confined to commemorative events, such as national holidays or ethnic celebrations, rather than being integrated into a broader educational strategy. The research advocates for a more critical approach to intercultural education, one that acknowledges and addresses the complexities and contradictions of cultural configurations in schools.