Las tradiciones orales del pueblo Kisapincha como recurso didáctico para el refuerzo de la ortografía en estudiantes de séptimo grado en la “Unidad Educativa Intercultural Bilingüe del Milenio Pueblo Kisapincha”.

Abstract

This research was conducted at the Intercultural Bilingual Millennium Educational Unit of the Kisapincha People; from a qualitative approach, observation and analysis of the different educational situations experienced within the classroom were carried out. With this compilation of background information, a group diagnosis was made, and through it, it was observed that students tend to confuse letters with the same sound repeatedly, and their writing also has problems in applying punctuation rules. Based on this situational assessment, it is considered necessary to develop orthographic didactic resources, to be a tool that facilitates the relationship between the student and the concepts to be developed, going beyond a conceptual description of grammatical and punctuation rules, but being interactive, fun, and practical, accompanied by cultural features that give the student a sense of belonging and cultural ownership. The objective is not only to resolve educational situations, but there is also an interest in promoting a revaluation of the oral traditions specific to the community, which is why strategies and didactic resources organized around myths, legends, songs, among other means, were considered; which are relevant to the context in which the research is situated. Also, these pedagogies should encompass concepts and examples that help students understand the use of letters and punctuation marks, and then continue with exercises that continually assess the acquisition of spelling skills; thus, spelling practice was encouraged to facilitate its continuous and sequential improvement in writing. Finally, this project aimed to be the seed for future research or analysis on spelling, as it provided the teacher with a design of a manual containing the main strategies, concepts, and exercises that were part of this research, with which they can teach, motivate, and encourage a society that promotes spelling as something essential in everyday life, which despite being a Western practice can be a tool for the preservation and transmission of ancestral knowledge. This final product was created by the pedagogical couple as a result of three weeks of accompaniment, and it was delivered to the teacher not with the aim of evaluating other students, but as a tool to work with other individuals on the strategies, concepts, and exercises, results of the experience.