Lines of investigation

Line 1: Teacher training and learning
This line of research seeks to generate knowledge about approaches, policies, and practices in teacher training at different levels of education, across disciplinary areas, and in various professional contexts, as well as studies on the educational process in natural, virtual, and experimental settings. Furthermore, this line of research considers the development and functioning of typical and atypical learning, taking into account cognitive and sociocultural factors, especially in areas such as numerical processing and calculation, verbal processing, and language learning. It also includes research on policies, challenges, and experiences related to the educational inclusion of students who, for various reasons, are excluded or rendered invisible in formal education systems.

Line 2: Education and interculturality
The Education and Interculturality research line has as its fundamental objective the construction of knowledge from an epistemological-intercultural pluralism, allowing for a broader understanding of social inequalities and cultural segregation among Chilean and immigrant populations, both in the educational and social spheres. The scientific novelty of this line lies in its emphasis on epistemological pluralism in proposing contextualized educational models that counteract monoculturalism in education. The concept guiding this line of research on education and interculturality is understood as an ethical, political, and epistemic project under construction, based on dialogue and the decolonization of both Western and Indigenous cultural matrices. The high complexity of the problem underlying this line demands transdisciplinary work, bringing together researchers from various disciplines within the Social Sciences and Humanities, Indigenous educators, and other social actors.