In the context of reproductive health, policies focused on decriminalising abortion that resulted in religious beliefs, attitudes and behaviours being affected. The main purpose of this article was to identify the religious beliefs of abortion in the emergency situations such as COVID-19. Although there is no general consensus regarding abortion, there is almost 'general opposition to causing harm to life' in most religions. In the current study, 28 indicators and four factors (seven for each factor) related to pregnancy termination were explored through an exploratory factor structure. The study was therefore non-experimental, cross-sectional and exploratory, with 100 students selected in a non-probabilistic way. CONTRIBUTION: The main contribution of this research is to find the variable effects on abortion in emergency conditions regarding religious beliefs. Given the results, behavioural intentions determine a structural model, but religious beliefs explain the solution. Furthermore, data generalisation is not possible due to the context, sample selection and type of analysis. In the local population, a confirmatory factor analysis should be performed with a probabilistic sample selection

Abstract This article results from a historiographical study about the establishment of a monocultural school in Araucania region, in south Chile, between 1883 and 1910. It aims to analyse the school as the main power device which allowed legitimizing the establishment and implementation of the Chilean national curriculum in Mapuche territory. We argue that the comprehension of the current intercultural problems between the Mapuche knowledge and the knowledge typical of Western society can be explained by how the school was established and projected in Araucania in the late 20th century. By means of a theoretical documentary analysis, we seek to understand the dynamic the school acquired in a disciplinary diagram of knowledge power articulated from the capital of Chile, in order to integrate Mapuche people in the nation-state project which had been conceived and dreamt of by the oligarchical ruling groups in Chile. Thus, in this text we present empirical samples of file material which were confronted with secondary sources, which reveal the presence of new actors, such as school inspectors, school visitors, and teachers, who assumed the mission of implementing the republican curriculum in the indigenous territory. It was possible to find that, during the establishment of the monocultural school in the late 19th century and the beginning of the celebration of the first centenary of the Chilean independence, there was no curriculum contextualization.

Resumen Este artículo surge de un estudio historiográfico sobre la instalación de la escuela monocultural en la región de la Araucanía, en el sur de Chile entre 1883 y 1910. El objeto es analizar a la escuela como principal dispositivo de poder que permitió legitimar la instalación e implementación del curriculum nacional chileno en territorio mapuche. En esta investigación se piensa que la comprensión de los actuales problemas interculturales que se manifiestan entre los conocimientos mapuche y saberes propios de la sociedad occidental, tienen una explicación en el modo como se instaló y proyectó la escuela en la Araucanía a fines del siglo XIX. Con el análisis teórico documental que se realiza se pretende comprender la dinámica que adquirió la escuela en un diagrama disciplinario de poder-saber que se articuló desde la capital de la República de Chile, para lograr integrar a los mapuches al proyecto Estado-Nación que había sido pensado y soñado por los grupos dirigentes oligárquicos de Chile. Así, en este texto se exponen muestras empíricas de material de archivo que han sido confrontadas con fuentes secundarias que develan la presencia de nuevos actores, tales como inspectores, visitadores de escuelas, profesores, quienes asumieron la misión de concretar el curriculum prescrito republicano en territorio indígena. Fue posible encontrar que durante la instalación de la escuela monocultural a fines del siglo XIX y comienzos de la conmemoración del primer centenario de la Independencia de Chile no hubo contextualización curricular.