This paper explores the didactic notions present in the work of Gabriela Mistral, focusing specifically on the dialogue between the "mama" and the indigenous child in Poema de Chile and the poem "Huerta". It analyzes Mistral as a critical and constantly evolving educator whose ideas about schooling and pedagogy reflect her own contradictions. It is argued that her poetic work, especially the posthumous Poema de Chile, is a pedagogical macrotext that promotes situated learning, connection with nature, and the role of the teacher as a guide. The analysis of the poem "Huerta" illustrates how the "mama" figure transmits ancestral and spiritual knowledge to the indigenous child through dialogue, tenderness, and direct experience with the land. It is concluded that Mistral's pedagogical vision, anchored in local culture and the holistic formation of the human being, is presented as an alternative to traditional, dehumanizing educational models.
Ossandon, C. (2025). Didactic Action in Gabriela Mistral’s Poema de Chile: Análisis diálogo entre el niño y la mama y una enseñanza basada en el conocimiento del territorio presente en poema Huerta de Poema de Chile. Nomadías, (34), 210–222. Retrieved from https://nomadias.uchile.cl/index.php/NO/article/view/80336
