Chile has sailed in troubled waters in recent months. The effects of the social crisis at the end of 2019 were not yet fully evident, when the Covid-19 pandemic forced the government to take drastic measures to try to slow down the advance of the virus. The restrictions imposed on displacement, dynamic quarantines and the suspension of non-essential activities had a strong impact on the employment and economic conditions of the inhabitants of Chile, and more dramatically on the migrant population. This article aims to make visible the vulnerability and precariousness of the migrant population in Chile in this context of a pandemic, as well as the need to generate situated and inclusive social policies.

espanolEn este ensayo se propone un enfoque metodologico basado en un analisis foucaultiano del discurso y tambien en la interfaz cultural de Nakata, para estudiar las instituciones de educacion superior y su relacion con sus estudiantes indigenas. El trabajo se divide en las siguientes secciones: la arqueologia del conocimiento y enunciados; sujetos y objetos del conocimiento; conocimiento, poder y subjetividad; verdad y ‘reclamos de conocer’ al sujeto indigena; la interfaz cultural; educacion superior australiana; y lecciones para Chile. A partir de la descripcion del concepto de discriminacion positiva, tratado aqui como discurso, se analiza el caso australiano y se proponen posibles lecciones para el contexto de los estudiantes indigenas en la educacion superior chilena. espanolThis essay proposes a methodological approach based on a Foucaultian discourse analysis and also on Nakata’s cultural interface, to study higher education institutions and their relationship with their indigenous students. The paper is divided into the following sections: the archeology of knowledge and statements; subjects and objects of knowledge; knowledge, power and subjectivity; truth and ‘claims to know’ indigenous subject; cultural interface; Australian indigenous higher education; and lessons for Chile. From the description of the concept of positive discrimination, treated here as discourse, the Australian case is analyzed and possible lessons are proposed for the context of indigenous students in Chilean higher education. portuguesEste ensaio propoe uma abordagem metodologica baseada na analise do discurso foucaultiano e tambem na interface cultural de Nakata., para estudar instituicoes de ensino superior e seu relacionamento com seus alunos indigenas. O trabalho esta dividido nas seguintes secoes: a arqueologia do conhecimento e enunciados; assuntos e objetos de conhecimento; conhecimento, poder e subjetividade; verdade e ‘reclamos de conhecer’ ao sujeito indigena; a interface cultural; educacao superior indigena australiana; e aprendizagens para o Chile. A partir da descricao do conceito de discriminacao positiva, tratada aqui como discurso, o caso australiano e analisado e possiveis aprendizagens sao propostas para o contexto de estudantes indigenas no ensino superior chileno

Positive discrimination, also known as affirmative action, has been positioned as a framework from which actions have been developed to reduce inequalities and increase opportunities in the educational field. Universities, at the international level, have not been left out, and have implemented actions to improve access, retention and graduation of indigenous students. This article discusses the history, the rationale and the tensions of this concept, and discusses some international debates about its effectiveness. Finally, it is proposed a reflection on these actions, as policy and discourse that allow us to broaden our critical view of the actions implemented by universities to reduce educational gaps.

En este artículo se discuten la historia, fundamentos y tensiones de la discriminación positiva, también conocida como acción afirmativa, en tanto concepto que se ha ido posicionando como un marco desde el que se han desarrollado acciones tendientes a disminuir las desigualdades sociales y aumentar las oportunidades en el ámbito educativo a distintos niveles de nuestras realidades globales como mundo contemporáneo. Las universidades, a nivel internacional, no se han quedado al margen, y han implementado acciones para mejorar el acceso, retención y egreso de estudiantes indígenas. Se propone aquí una reflexión crítica sobre estas acciones, como política y discurso, que permita ampliar nuestra mirada para reducir las brechas educativas teniendo como marco el concepto de discriminación positiva.

This essay proposes a methodological approach based on a Foucaultian discourse analysis and also on Nakata's cultural interface, to study higher education institutions and their relationship with their indigenous students. The paper is divided into the following sections: the archeology of knowledge and statements; subjects and objects of knowledge; knowledge, power and subjectivity; truth and 'claims to know' indigenous subject; cultural interface; Australian indigenous higher education; and lessons for Chile. From the description of the concept of positive discrimination, treated here as discourse, the Australian case is analyzed and possible lessons are proposed for the context of indigenous students in Chilean higher education.

This article arose out of the interests and concerns of a group of Chilean social science researchers (psychology, social work, and philosophy) who wanted to reflect upon and analyze the phenomenon of gender-based domestic violence among urban Aymara women residents in northern Chile in a critical and interdisciplinary manner. After working on two research projects funded by a Spanish state agency, whose objective was the diagnosis of indexes and forms of domestic violence among these women, the authors begin to reflect after recognizing their initial Westernized and colonized vision of the concept of violence and how this view changed during the course of the research. At the same time, we focused our thinking on clarifying ethical issues that emerged after we conducted the research, mainly concerning the question of whether “the act of investigation” could have been a way of perpetuating patterns of violence among local Andean communities, due to the Westernized approach we used as researchers.