Abstract: This is an ethnographic study carried out in the Araucanía region, Chile. It analyses the interaction of Mapuche children with a research team when they are visited in their own homes. It describes the Mapuche protocol of visits and highlights the role that children assume as hosts of the research team. The participants were three Mapuche families from rural indigenous communities of Galvarino county, whose children attended the school`s area. The study implied systematic observations of the children’s performances during the home visits, field notes, informal interviews and visual records, all made with formal consent from children and their families. The results show that the Mapuche families act with the research team according to the cultural protocol of discourse, gift, and exchange. Children conduct the protocol of visit under the adult surveillance, but they are protagonists of interchange between hosts and visits. Mapuche children led their own agendas and taught to the research team how the culture works. This behaviour is consistent with the Mapuche model of learning, which conceives the child as a little person (che), with all the duties and rights of an adult, but little. This performance may be seen as a way of the cultural resistance of the Mapuche society.

Resumen: En este trabajo se analiza la interacción de los niños mapuche con las investigadoras en el contexto natural de sus hogares. Específicamente, se describe la agenda protocolar de visitas que la familia mapuche utiliza en su relación con personas ajenas, y se da cuenta del rol que asumen los niños como anfitriones de las investigadoras. Participaron en este estudio tres familias de comunidades mapuche de la comuna de Galvarino, Chile, cuyos hijos asistían a una escuela rural de la zona. Se utilizó un diseño etnográfico para realizar un conjunto de observaciones sistemáticas durante las visitas a los hogares de los niños. Los resultados mostraron que las familias mapuche definen su relación con las investigadoras de acuerdo con el protocolo cultural de visitas. Los pasajes etnográficos dan cuenta de roles, interacciones y tareas que asumen en su condición de anfitriones. El protagonismo y la agencia de los niños mapuche en su relación con las investigadoras es consistente con el modelo educativo mapuche que concibe al niño como persona, che. Se discute el dominio del protocolo de visitas por parte de los niños mapuche como una forma de resistencia cultural.

Abstract This study explores the family and community cultural expressions which are present among mapuche students in the rural schools. It is an ethnographic study performed in three rural schools in the Region of La Araucanía, Chile. We carried out systematic observations during eight months in different moments of the school routine. We registered 50 observational situations that we named scenarios. The content analysis was used to analyze data from videos and field notes. The results indicate that children demonstrate intrinsic motivation and initiative to participate in school activities, they show great autonomy to create learning instances both in classroom endeavors and in the playground. Students preferred collaborative and group tasks rather than individuals. Through collective activities students show promotion of cooperation, mutual care, and flexible role of leadership. These characteristics were consistent with the socialization and learning process within mapuche culture and society, and the model of learning through observation and pitching in (LOPI).

Resumen Este estudio indaga las expresiones culturales familiares y comunitarias presentes en el proceso de aprendizaje de los niños y niñas mapuche en el contexto escolar rural en situaciones formales e informales. Corresponde a un trabajo con enfoque etnográfico desarrollado en tres escuelas rurales de la Región de La Araucanía, Chile. Se realizaron observaciones sistemáticas de diferentes momentos de la rutina escolar durante 8 meses del periodo escolar 2018. Se registraron 50 observaciones denominadas escenarios. Los resultados indican que los niños demuestran motivación e iniciativa por participar en las actividades de la escuela, ejercitando la autonomía en la generación de instancias de aprendizaje tanto en actividades de aula como durante los ratos de juego. También se observó que los niños prefieren una organización grupal colaborativa, promoviendo la cooperación entre ellos y el cuidado mutuo. Estas características son consistentes con las formas de socialización y aprendizaje del modelo educativo en la cultura mapuche, y el modelo de aprender por medio de la observación y la participación en actividades familiares y comunitarias (LOPI).

Abstract: Introduction: Language is one of the most relevant cognitive tasks in child development and its acquisition is me diated, among others, by ethnic and cultural factors. Objective: To characterize the practices and be liefs about language teaching and stimulation strategies of rural Mapuche Children aged between 0 to 4 years from an intracultural perspective. Subjects and Method: Qualitative study based on Groun ded Theory, which generates an understanding of the study issue from the perceptions of the research subjects. Ethnographic techniques such as observation and field notes were used, and 20 in-depth in terviews and four focus groups were conducted with caregivers (mothers, fathers, and grandparents), intercultural teachers and people with cultural roles (longkos, machis, and intercultural facilitators). 41 Mapuche people from the Ercilla, Curarrehue, Puerto Saavedra, Cholchol and Boroa territories of the Araucanía region, Chile participated. Results: Four dimensions were obtained that characte rized the practices and beliefs regarding the acquisition and use of language in Mapuche children: a) Mapuche culture transcends through children and language, b) speech is a concrete and pragmatic process, c) there are traditional techniques for speech stimulation, and d) there are difficulties and easiness for the development of the indigenous language in young children. Conclusions: The preser vation and recovery of the indigenous language is a process of reinforcing the cultural identity for the Mapuche people, which has not been valued as a cultural heritage in the national society.

Resumen: Introducción: El lenguaje es una de las tareas cognitivas más relevantes en el desarrollo infantil cuya adquisición está mediada, entre otros, por factores étnicos y culturales. Objetivo: Caracterizar las prácticas y creencias sobre la enseñanza y estrategias de estimulación del lenguaje de niños/as Mapuche rurales de 0 a 4 años desde una perspectiva intracultural. Sujetos y Método: Estudio cualitativo basado en Teoría Fundamentada que produce una comprensión del problema a partir de las percepciones de los suje tos de investigación. Se utilizaron técnicas etnográficas como observación y notas de campo además de 20 entrevistas en profundidad y 4 grupos focales con cuidadores (madres, padres, abuelos/as), educadores interculturales, asesores culturales y agentes ancestrales de la cultura (longko y machi). Participaron 41 personas Mapuche de los territorios rurales de Ercilla, Curarrehue, Puerto Saave dra, Cholchol y Boroa de la región de La Araucanía/Chile. Resultados: Se obtuvieron 4 dimensiones que caracterizaban las prácticas y creencias en torno a la adquisición y uso del lenguaje en niños/as Mapuche: a) los/as niños/as y el aprendizaje de la lengua representan la mantención de la identidad Mapuche; b) el habla es un proceso concreto y pragmático; c) existen técnicas tradicionales para estimulación del habla, y d) existen dificultades y facilidades para el desarrollo de la lengua indígena en los niños/as pequeños. Conclusiones: La mantención y recuperación de la lengua indígena es un proceso de reforzamiento de la identidad cultural para el pueblo Mapuche, que no ha sido valorado como un patrimonio cultural en la sociedad nacional.

Background: Postpartum depression (PPD) has adverse effects on psychomotor development of the offspring. Aim: To evaluate the relationship between PPD and psychomotor development in children aged 18 months, consulting in primary care. Material and Methods: Cross-sectional study with 360 infants and their mothers. Children had their psychomotor evaluation atl8 months and mothers completed the Edinburgh Postnatal Depression Scale at 4 and 12 weeks postpartum. The prevalence of both PPD and psychomotor alteration was estimated. The association between PPD and psychomotor alteration, including confounding variables, was estimated through logistic multiple regression analysis. Results: The prevalence of PPD and psychomotor alteration was 29 and 16%, respectively Mothers with PPD had twice the probability of havingan offspring with psychomotor alteration (Odds ratio = 2.0, confidence intervals = 1.07-3.68). This probability was significantly higher among single mothers or those with an unstable partner. Conclusions: PPD has a detrimental impact on psychomotor development of children.

Background: Hypovitaminosis D has a high prevalence among patients with chronic kidney disease (CKD). Aim: To determine the prevalence of 25 hydroxy vitamin D (25(OH) D) insufficiency and deficiency in pediatric patients on dialysis and kidney transplantation. Material and Methods: Serum calcium and phosphorus, parathormone (PTH), alkaline phosphatases and 25 (OH)D were measured in 13 children on hemodialysis (HD), 18 on peritoneal dialysis (PD) and 53 that received an allograft (Tx), aged 9.8 ± 4.6 years (51% females). Results: Fifty four percent of patients had height Z score less than -1.88. Patients on HD had the lowest values. The average time of replacement therapy was 2.9 ± 2.8 years. Mean 25(OH)D levels in all was 18.7 ± 10.7ng/ml (HD: 21 ± 16.8, PD: 18.9 ± 8.5, Tx: 18.1 ± 9.72 ng/ml). Eighty eight percent of patients had levels below 30 ng/ml. Mean of serum calcium was 9.5 ± 0.64 mg/dl, serum phosphorus 5.03 ± 1.02 mg/dl, calcium-phosphorus product 48 ± 11.8 mg/dl and alkaline phosphatases 300.5 ± 171.3 IU/L. Average PTH values in dialyzed and Tx patients were 724.6 ± 640.5 and 107.7 ± 56.2 pg/ml, respectively (p < 0.001). A positive correlation between 25 (OH) D and calcium levels among PD patients was observed (r = 0.490, p = 0.04). Conclusions: Hypovitaminosis D is highly prevalent among children on renal substitution therapy, regardless of the type of therapy used and the stage of renal failure.