Introduction. This original article presents findings from an investigation focusing on accompaniment to schools in rural contexts. Objective. This study aims to analyze the contributions of the pedagogical companion to the teaching practices of educators in rural schools in the Bío Bío region. Methodology. The study employs a qualitative approach and a collective case study design. Semi-structured interviews and documentary analysis were conducted with 19 General Basic Education teachers, aged between 22 and 65 years. Results. The main results reveal that the pedagogical companion plays a guiding role in collaboratively designing lesson plans. In addition, systematic and timely feedback, both oral and written, strengthens the higher-order thinking skills of the teachers being accompanied. Furthermore, pedagogical accompaniment fosters the innovation of teaching practices through peer collaboration, based on dialogue and reflection. Indeed, reflective practice is of vital importance in the training of teachers with critical thinking skills, thus benefiting professional development, which is reflected in the reformulation of teaching practice, oriented towards situated teaching and learning. The systematic pedagogical accompaniment develops the capacity for pedagogical leadership in the accompanied teachers. Conclusions. Pedagogical accompaniment is a key process in improving teaching practices and strengthening the professional performance of the teachers being tutored. This has a significant impact on student training and the generation of social transformations in rural education and in other educational contexts. In this sense, continuous self-improvement is recommended for teachers to meet the demands of contemporary society.

Intercultural effectiveness is a relevant construct for improving the training of future teachers and promoting culturally diverse educational environments. This study aimed to adapt and validate the intercultural effectiveness scale (IES) in a sample of pre-service teachers in Chile. A cross-sectional design study was conducted, in which 584 Chilean university students participated (male = 37.8%; female = 61.6%; other = 0.5%), with a mean age of 20.56 years (SD = 3.37) and 21.9% identifying themselves as belonging to an ethnic group. The results obtained from structural equation modelling confirmed the structure of six correlated factors. The scores of the six factors of the IES presented positive and statistically significant correlations with the intercultural sensitivity scale (ISS). In addition, the factors presented adequate levels of reliability. The results of this research are discussed based on current theoretical and empirical evidence.

Chile is facing an environmental crisis and the territory of the Mapuche people is no exception. This is largely due to extractivism, which refers to the massive extraction and exploitation of natural resources in an indiscriminate manner. The objective of this study was to reveal the implications of extractivism and environmental pollution in Mapuche territories in the Araucanía region. The methodology used was qualitative, based on constructivist grounded theory. In-depth interviews and participant observation were used to collect data. The participants were 46 kimeltuchefes. The main results revealed extensive monocultures of non-native trees: pine and eucalyptus, which consume large amounts of water. They also revealed environmental pollution and indiscriminate forestry extractivism related to these trees, which generate soil degradation and water pollution. These consequences reduce biodiversity and disturb the ngenh (spiritual beings and protectors of nature). They also affect the Mapuche’s agricultural activities and, in turn, their health and subsistence. In addition, non-native tree monocultures, environmental pollution and forestry extractivism transgress the az mapu (Mapuche code of ethics and behaviour), which disturbs the ethical, moral and spiritual relationship between the Mapuche and nature. They also have negative implications for the küme mogen (good living of the Mapuche), since they violate the balance and harmony between the Mapuche and all living beings, elements and spiritual beings that are part of nature. This also violates the reciprocity between the Mapuche and nature. It was concluded that there have been violations of the human rights of the Mapuche people, given that they are exposed to harmful environmental conditions that put their health and subsistence at considerable risk. In this sense, the Mapuche are experiencing a spiritual, physical, cognitive, attitudinal, affective and material imbalance. Ultimately, the state of Chile must generate intercultural environmental public and educational policies aimed at generating environmental awareness and creating actions to solve environmental problems in order to protect Mapuche and non-Mapuche territories.

The forestry extractivist model has systematically transgressed and violated Mapuche territories, thereby generating tensions, crises, and socioenvironmental injustices. The following objectives were proposed: (a) Unveil the implications of forestry extractivism on bodies of water in rural Mapuche territories. (b) Investigate Mapuche knowledge, sociocultural activities, and their relationship with preservation and sustainability of water in Mapuche and non-Mapuche territories. A qualitative methodology was employed, framed within constructivist grounded theory. To collect the information, in-depth interviews and participant observation were used. The study subjects corresponded to 51 kimeltuchefes (People with knowledge, experience and ancestral wisdom). Regarding objective (a), the findings reveal that pine and eucalyptus forestry extractivism has considerably deteriorated natural (sacred) spaces and the soil. Along with this, it has caused water scarcity, which in turn has reduced medicinal plant and food production and, in general, has deteriorated the ixofil mogen (a concept similar to biodiversity). It was concluded that the forestry extractivist model threatens the existence of all forms of life that cohabit in nature (material and immaterial); it deteriorates Mapuche culture; likewise, it poses a considerable risk to the health and survival of the Mapuche population. Regarding objective (b), the findings reveal that the knowledge of az mapu, ngülam, pepilkantün, rakizuam, llellipun and kümelkawün, and the sociocultural activities, trawün and kelluwün, constitute essential contributions for the preservation and sustainability of water. These forms of knowledge and activities are founded on ethical and moral principles that underlie the normative, legal, social, and educational frameworks of the Mapuche people. It was concluded that sociocultural knowledge and activities are essential for conserving and ensuring water in a sustainable, equitable, and efficient manner for both the Mapuche and non-Mapuche populations and for all life; likewise, they safeguard and promote Mapuche culture. Indeed, these forms of knowledge and sociocultural activities must be incorporated into environmental public policies.

Se presenta un artículo original derivado de una investigación: acompañamiento a escuelas situadas en contextos rurales. Objetivo. Develar analíticamente la contribución del acompañante pedagógico, en torno a las prácticas pedagógicas del profesorado que se desempeña en escuelas ubicadas en contextos rurales de la región del Bío Bío. Metodología. Se enmarca en la metodología cualitativa, con un diseño de estudio de caso colectivo. Se utilizó la entrevista semiestructurada y el análisis documental, los participantes fueron 19 profesores. Resultados. Los principales resultados indican que, el acompañante pedagógico orienta el diseño de planificaciones desde la colaboración. Además, la retroalimentación sistemática y oportuna de forma oral y escrita, fortalece las habilidades de pensamiento de orden superior del profesorado acompañado. Asimismo, el acompañamiento pedagógico, favorece la innovación de prácticas pedagógicas desde la articulación colaborativa entre pares, en base al diálogo y la reflexión. En efecto, cobra vital importancia la práctica reflexiva, en la formación de profesores críticos, beneficiando así, el desarrollo profesional, ello se refleja en la reformulación de la práctica pedagógica, orientada en una enseñanza y aprendizaje situado. El acompañamiento pedagógico sistemático, desarrolla en el profesor orientado la capacidad de liderazgo pedagógico. Conclusiones. El acompañamiento pedagógico es un proceso clave en la mejora de las prácticas pedagógicas y en el fortalecimiento del desempeño profesional del profesor asesorado. Ello repercute de forma significativa en la formación del estudiantado y en la generación de transformaciones sociales en la educación rural y, en otros contextos educativos.