Fortalecimiento de las identidades y memoria a través de una planificación por experiencia de aprendizaje, proyecto con niños del subnivel 2ª de educación inicial

Abstract

The present work arises from the experiences carried out with a group of children belon to sublevel 2 of preschool education of the Manuel J. Calle school in the city of Cuenca, Ecuador. It was observed the limited consideration within the teaching-learning process of the diverse cultural manifestations existing in the memory of the families. The general objective is to contribute to the strengthening of children's identities through the revitalization of memory by means of a learning experience planning (PEA). As a methodology, the mixed approach with a qualitative prevalence is highlighted, present during all the phases of the research process, emphasizing that the process is guided through action research. As a result of the work carried out, a PEA is proposed, built with the contribution of the socalled memory holders, with the purpose of being reproduced and internalized by the children. Likewise, a series of theoretical criteria of authors such as: Taco (2015), Catzuqui (2017), Dueñas y Peláez (2013) and Guerrero (2002) are adopted, in relation to the categories: Identities, culture and memory. Among the results achieved, it is characterized the recognition of diverse cultural manifestations immersed in memory for the strengthening of identities. In addition, it is concluded that identity is expressed through the adoption of the multiple cultural manifestations of each context, which are generated through generational exchange.