RESUMEN: Las aulas comunitarias dialógicas son experiencias inéditas de transformación educativa al interior del sistema educativo formal chileno, de allí su interés científico. Esta investigación quiso conocer ¿cuáles son los principios movilizadores de la transformación que permiten mantener en el tiempo estas aulas comunitarias dialógicas? y ¿cuáles son sus formas de organización? Con este fin, mediante la investigación dialógica-kishu kimkelay ta che, se conformaron 8 comunidades de investigación en 8 escuelas en diversidad territorial, geográfica, cultural y lingüística distribuidas a lo largo del país. Para la construcción del conocimiento se trabajó con diálogos colectivos, conversaciones dialógicas, registros de audio y videos. Los resultados revelan que la transformación educativa se origina en problemáticas identificadas por los propios colectivos y sus acciones para transformarlas. Para ello, se organizan por medio de relaciones orgánicas de redes solidarias que profundizan la integración social al interior de cada aula, pero diferenciándose en función de las características contextuales.

ABSTRACT: Dialogic community classrooms are unique experiences of educational transformation within the Chilean formal educational system, hence their scientific interest. This research intended to unveil the mobilizing principles of the transformation that has allowed these dialogic community classrooms to continue over time, and their forms of organization. To do this, through dialogic-kishu kimkelay ta che research, 8 research communities were formed in 8 schools in territorial, geographical, cultural and linguistic diversity distributed throughout the country. Knowledge was constructed through collective dialogues, dialogic conversations, audio and video recordings. Results reveal that the educational transformation originates from problems identified by the same collective groups and their actions to transform them. For this, they organize through organic relationships of solidarity networks that deepen social integration within each classroom, but differing according to contextual characteristics.

Abstract Oral communication as an axis in the school curriculum in Chile is a relevant issue for the Mapuche indigenous communities of the Araucanía Region, especially because orality is a source of knowledge and knowledge and skills transmission for these people. Although this axis is included in the official curriculum, it is taught and assessed using Western educational methods. This study aims to identify and describe components of oral communication, whose inclusion is necessary in schools with Mapuche and Western-chilean students. For this, the study was participatory based on the dialogic approach-kishu kimkelay ta che, through a review phase of documentary sources, and a phase of work with teachers who perfom in rural and urban indigenous context. Among the main results, the epistemic distance between the orality of the ministerial programs and the experience of the teaching staff is identified, as well as methodological resources, both didactic and evaluative, whose incorporation is important in classroom practices when carried out in educational contexts with indigenous population.

Resumen La comunicación oral como eje en el plan de estudio escolar en Chile es un tema relevante para las comunidades indígenas mapuche de la Región de La Araucanía, sobre todo, porque la oralidad es la fuente de conocimiento y transmisión de saberes para este pueblo. Aunque este eje se considera en el currículo oficial, se enseña y se evalúa desde métodos educativos occidentales. Este estudio tiene como finalidad identificar y describir componentes de la comunicación oral, cuya inclusión es necesaria en escuelas con estudiantes mapuche y chileno-occidentales. Para esto, el estudio fue participativo en base al enfoque dialógico-kishu kimkelay ta che, por medio de una fase de revisión de fuentes documentales, y una fase de trabajo con profesores/as que se desempeñan en contexto indígena rural y urbano. Entre los principales resultados, se identifica la distancia epistémica entre la oralidad de los programas ministeriales y la experiencia del profesorado, como también, se presentan recursos metodológicos, tanto didácticos como evaluativos, cuya incorporación es importante en las prácticas de aula cuando se desempeña en contextos con población indígena.

O objetivo do trabalho foi adaptar procedimentos de ensaio existentes para colhedoras autopropelidas e avaliar o desempenho de colhedoras semimontadas, de uma e duas fileiras, operando com três velocidades de deslocamento em dois graus de umidade. Para tanto, foi desenvolvido um dispositivo de coleta do material efluente das máquinas, foram analisadas as perdas de plataforma, de separação e limpeza, de trilha e os parâmetros de qualidade: impureza, danos mecânicos dos grãos e falhas na germinação. O delineamento experimental foi em blocos casualizados, dispostos em esquema fatorial 2 x 3, com seis repetições. Não houve efeito dos tratamentos em relação às perdas na colhedora de uma fileira. Na colhedora de duas fileiras, houve efeito significativo nos fatores, em relação a todas as perdas, exceto as perdas de plataforma, apresentando melhores resultados com o menor grau de umidade (16%) e a maior velocidade de deslocamento (1,52 m s-1). Quanto aos indicadores de qualidade, ambas as colhedoras apresentaram melhores resultados com o menor grau de umidade, na menor velocidade de deslocamento. Concluiu-se que o procedimento adotado foi efetivo para a avaliação do desempenho de colhedoras semimontadas de milho, e o sistema desenvolvido para a coleta de material é eficiente, porém é exigente em mão de obra.

The objective of this work was to adapt existent testing procedures for self propelled harvesters and to evaluate semi-mounted commercial harvesters of one and two rows, operating at three forward speeds and two grain moistures. A device was designed and adapted to the machines to collect the material other than grain (MOG) and the indicators analyzed were header loss, separation and cleaning loss, and threshing loss and the quality indicators were: impurity, damage and germination failures. The experiment was conducted as a randomized blocks design disposed in factorial outline 2 x 3, with six replications. There was no effect of treatments related to the losses for the one row harvester. For the two rows harvester there was significant effect in the grain moisture and speed, in relation to all the losses, except to header losses, presenting better results with the lowest grain moisture (16%) and higher forward speed (1.52 m s-1). Related to quality indicators, both harvesters presented better results with the lowest grain moisture in the lowest speed. It was noticed that the procedure for evaluating semi-mounted corn harvesters and the device designed to collect the MOG are efficient but exigent on labor demand.