Culturally sustainable pedagogies seek to contribute to social justice by promoting an education that recognizes the knowledge and cultural capital of the communities, in addition to stopping the discourses of the deficit associated with certain populations. This article reviews an ethnographic-narrative investigation developed in Chile, in a medium-rural sector, whose objective was to investigate the rearing practices of an extended family composed of 15 members, specifically in the knowledge that they recreated. Individual and group interviews and participant observation were developed. For this article, the results around the trope have been raised or regalaos are exposed, which turns out to be a local cultural parameter of deep reflection when it comes to guiding processes of recognition and appreciation of diversity. The data analysis was carried out using a microlinguistic approach and among the findings it stands out that the trope announces a series of meanings and meanings recreated in a constant dispute between the multiple local, temporal and scalar positions and perspectives. Concluding that attending to the tropes allows a situated and critical pedagogical reflexivity of the educational task, in addition to being a resource from which to question and understand the existing social order, which constitutes the central objective of culturally sustainable pedagogy for an inclusive education.

Local knowledge; Informal education; Cultural diversity; Social justice; Cultural identity.