Narrativas populares, fiestas y gastronomía de la comuna Engabao para la enseñanza-aprendizaje de la lengua kichwa

Abstract

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.