Multimodal inclusive narratives Of people of african descent in Chile

Abstract

Introduction: Within the framework of Law 21.151 of 2019 from the Ministry of Social Development, which granted legal recognition to the Afro-Chilean tribal people, an elective course is offered at a public university to implement Article 4, which promotes the teaching of the history, language, and culture of Afro-descendants in the country at all school levels.

Objective: To develop a pedagogical strategy that promotes inclusion, interculturality, and the historical memory of the Afro-Chilean people.

Methods: Using inductive coding methodology and the systematic presentation of frequencies in eight semi-structured interviews, 13 accessible narratives or multimodal stories (picture stories and audiobooks) and 44 significant statements were produced.

Results: The analysis of the childhood experiences of eight Afro-Chilean women led to the production of a series of multimodal narratives that promote respect for the identity and human rights of the Afro-Chilean population. Three categories emerged: Afro-descendant identity (53%), racism and exclusion (29%), and agency and resistance (18%). The findings underscore the identity recognition and cultural pride of Afro-Chilean women, which are strained by discrimination and balanced by strategies of leadership and resilience.

Conclusions: Multimodal narratives re-historicize silenced memories, promote anti-racist and intersectional pedagogical practices, and foster symbolic reparations within the framework of human rights. Therefore, it is recommended that multimodal narratives be integrated into higher education and that access be expanded through Chilean Sign Language interpretation.