Epistemological Challenges of a Psychologist in Indigenous contexts

Abstract

The article discusses the epistemological challenges faced by an educational psychologist for developing their professional work in indigenous territories from an intercultural educational approach. In the Chilean school system, an educational psychologist has to deal with the denial and invisibilization of other ways of knowing, understanding, behaving, and valuing of other forms of development, namely the ways of indigenous education. We conclude on the urgency of incorporating the knowledge of indigenous psychology into the professional training of psychologists to advance the decolonization of Western Eurocentric psychology from an intercultural epistemological pluralism.