Abstract This study analyses the integration of Mapuche-Huilliche students who participate in a school sport programme based on the teaching for understanding model in a situation of social risk. In this context, 41 students (aged nine to 12) participate, 24 of whom are from the aforementioned ethnic group. To collect data, participant observation was conducted for eight months and group and individual interviews were held. The results show that the Mapuche-Huilliche students recognize themselves as members of the same collective when participating in games associated with their ethnic group. Their main motives for participating in school sport are the teaching approach and the acquisition of social capital. Cooperative learning activities are shown to foster positive interactions with non-Mapuche students.

中文翻译：

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理解与学校体育教学：跨文化背景和社会风险情况下的研究/理解与学校体育教学：跨文化背景和社会风险情况下的研究

摘要本研究基于社会风险情况下的理解模型教学，分析了参加学校体育项目的马普切-休利切学生的融合情况。在这种情况下，有41名学生（9至12岁）参加，其中24名来自上述族裔。为了收集数据，对参与者进行了八个月的观察，并进行了小组和个人访谈。结果表明，参加与自己的种族有关的游戏时，Mapuche-Huilliche学生承认自己是同一集体的成员。他们参加学校体育运动的主要动机是教学方法和社会资本的获得。合作学习活动被证明可以促进与非马普切学生的积极互动。