Intercultural education in Chile has focused on early childhood for more than a decade. Different measures have been implemented to strength an intercultural approach in preschools. The most outstanding has been the connection of intercultural preschools with Indigenous communities. However, these educational policies have not been accompanied by adequate resources and teacher preparation, resulting in significant shortcomings in the collaboration between Indigenous communities and preschools. To address the relevance of Mapuche (People of the Land; Indigenous inhabitants of south-central Chile and southwestern Argentina; speakers of Mapudungun) communities in intercultural preschools, this study created and implemented a pilot initiative. Using a decolonial and critical pedagogy-of-place approach, the main findings show that educators began considering Mapuche communities beyond families, discussed the role of urban Mapuche communities, and improved ethical practices to work with Indigenous communities. These findings lead me to propose recommendations in reference to policies and teacher education.

十多年来，智利的跨文化教育一直专注于幼儿教育。已经采取了不同的措施来加强学前班的跨文化方法。最突出的是跨文化幼儿园与土著社区的联系。然而，这些教育政策并没有伴随着足够的资源和教师准备，导致土著社区和学前班之间的合作存在重大缺陷。为了解决跨文化学前班中马普切（当地人民；智利中南部和阿根廷西南部的土著居民；马普敦贡语的使用者）社区的相关性，本研究创建并实施了一项试点计划。使用非殖民化和批判性的地方教学法，主要调查结果表明，教育工作者开始考虑家庭以外的马普切社区，讨论了城市马普切社区的作用，并改进了与土著社区合作的道德实践。这些发现促使我就政策和教师教育提出建议。