Desarrollo de competencias artísticas con pertinencia cultural con estudiantes de Educación General Básica media del CECIB Wayna Kapak.

Abstract

The following Curricular Integration Work started from a problem observed in the Bilingual Intercultural Community Center "Wayna Kapak". In that establishment, the teacher, in the subject of Cultural and Artistic Education, taught decontextualized content; additionally, she didn’t have written documents or concrete learning materials to address contents based on the knowledge, knowledge and ancestral festivities of the local culture Kichwa Saraguro, which contradicts the principles of the pedagogical Model of Bilingual Intercultural Education: MOSEIB (2013). Thus, the objective was to develop aesthetic, investigative, digital, communication skills and artistic knowledge with cultural relevance with students of 5th, 6th and 7th grades of the CECIB "Wayna Kapak", since it is a multiple teacher education school. For this, the ancestral ritual festival of Kapak Raymi was taken as the subject of study and an investigative process was followed, Project- Based Learning (PBL) was the method used, as an active didactic strategy, through which students collected significant information from the mentioned festival. In the same way, the plastic arts were used as an expressive artistic language for the study, documentation and representation of Kapak Raymi. Finally, with the information collected by the students, an Artistic Booklet on Kapak Raymi was designed, which contains information about the festivity and is accompanied by drawings made by the students of the different characters involved in the ancestral festivity of Kapak Raymi. The design of this research was made in the field, applying the Participatory Action Research, guided by the qualitative approach. Likewise, data collection techniques were used, such as the interview, the field diary and the photographic record to collect the information. It should be noted that, for the collection of information, not only the students were involved, but also all the mothers, fathers, and representatives of the students were participants in this research; In the same way, the mentor teacher was involved. Thus, an active investigative-pedagogical process was developed, in order to encourage community participation and to strengthen, revalue and/or generate the sense of identity of one of the ancestral festivals of the Kichwa Saraguro people. The results obtained after the pedagogical intervention suggest that the students revalued and strengthened their cultural identity and reinforced their sense of belonging to the ancestral festival of Kapak Raymi. The results obtained after the pedagogical intervention suggest that the students revalued and strengthened their cultural identity and reinforced their sense of belonging to the ancestral festival of Kapak Raymi. Likewise, students develop competitive communication, digital and artistic skills since they use plastic arts like as an artistic language to visually communicate what they knew and were learning about Kapak Raymi.