Diseño de ambientes lúdicos de aprendizaje y experiencias educativas a partir de los juegos tradicionales de Saraguro.

Abstract

This Curricular Integration Work describes and interprets the educational experiences resulting from the incorporation of playful learning environments through the use of traditional Saraguro games, in the Cognitive, Affective and Psychomotor Strengthening (units 16 to 21) of the Bilingual Intercultural Community Educational Unit Guardian of the Inka Samana Language and Ancestral Knowledge, located in the community of Illinchu, Saraguro canton, province of Loja. In this context, the case study was used as a field design, based on the qualitative paradigm with an interpretative approach. The tools and techniques used for diagnosis were: bibliographic review (coding of play environments) and semi-structured interviews (compilation and coding of Saraguro's traditional games). These games served to characterize and adapt traditional games to the classroom, based on the proposal for the design of playful environments by Riera et al., (2014) and the didactic sequence by Vásquez (2008). Finally, for the implementation analysis phase, participant observation was used as a data collection technique, where photographs, video recordings and observation guides provided the self-reflection of the design (before practice and decisions made in practice). In the same way, these instruments made it possible to establish analysis criteria that linked the theory and what happened in the implementation, thus establishing that the learning experiences that emerge in children facilitate linear interactions (students-teachers), pleasurable satisfaction, the construction of identity and cognitive belonging, through the flexibility and adaptability of physical space and resources. thus contributing to the construction of meaningful contextualized learning.