Narrativas populares, fiestas y gastronom?a de la comuna Engabao para la ense?anza-aprendizaje de la lengua kichwa
- Format
- Article
- Status
- publishedVersion
- Description
En este trabajo se expone una estrategia did?ctica utilizada para mejorar el proceso de ense?anza-aprendizaje del Kichwa en una escuela intercultural biling?e ubicada en la costa ecuatoriana, donde no se habla Kichwa como lengua materna. Se parte del principio expresado por Shobeiri (2016) que dice ??se ha observado que el aprendizaje y la ense?anza de un idioma muestran su creatividad en la medida que desvelan las pautas culturales equivalentes o trasladables a un idioma particular. Para ello se identificaron y valoraron relatos populares recogidos en castellano, los cuales una vez traducidos al kichwa, fueron utilizados en una clase de sexto grado de educaci?n b?sica durante cinco semanas. Para recolectar las narrativas populares y valorar su importancia, se usaron t?cnicas etnogr?ficas como la observaci?n participante, las entrevistas semiestructuradas, los diarios de campo y los informantes claves. Para el dise?o de las herramientas did?cticas y del proceso educativo, se usaron t?cnicas pedag?gicas como el trabajo colaborativo en aula, narrativas populares traducidas al kichwa y ambientes de aprendizaje adecuados para darle uso did?ctico-pedag?gico a los relatos populares. Estas narrativas fueron tomadas de leyendas, fiestas y gastronom?a en la ense?anza de un kichwa m?s cercano a los estudiantes. La conclusi?n m?s importante es que la contextualizaci?n de la ense?anza de una lengua no materna tiene efectos positivos.
In this work, a didactic strategy used to improve the teaching-learning process of Kichwa is exposed in a bilingual intercultural school located on the Ecuadorian coast, where Kichwa is not spoken as a mother tongue. It starts from the principle expressed by Shobeiri (2016) that says ?? it has been observed that the learning and teaching of a language shows their creativity to the extent that they reveal the equivalent or transferable cultural guidelines to a particular language. For this, popular stories collected in Spanish were identified and assessed, which once translated into Kichwa, were used in a sixth grade class of basic education for five weeks. To collect popular narratives and assess their importance, ethnographic techniques such as participant observation, semi-structured interviews, field diaries, and key informants were used. For the design of the didactic tools and the educational process, pedagogical techniques were used such as collaborative work in the classroom, popular narratives translated into Kichwa, and suitable learning environments to give didactic-pedagogical use to popular stories. These narratives were taken from legends, festivals and gastronomy in teaching a closer Kichwa to the students. The most important conclusion is that the contextualization of the teaching of a non-mother tongue has positive effects.
Azogues
- Publication Year
- 2020
- Language
- Topic
- Ense?anza
Aprendizaje
kichwa
Tradiciones
Engabao Ense?anza
Kichwa
Teaching
Learning
Traditions
- Repository
- Repositorio Universidad Nacional de Educación
- Get full text
- http://repositorio.unae.edu.ec/handle/56000/1578
https://revistas.unae.edu.ec/index.php/mamakuna/article/view/419
- Rights
- openAccess
- License