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

Abstract

In this degree work, we will present the didactic strategy used to improve the teaching-learning process of Kichwa in a bilingual intercultural school located on the Ecuadorian coast, where Kichwa is not spoken as the mother language. We start from the principle expressed by Shobeiri (2016) that says “… it has been observed that learning and teaching a language show their creativity to the extent that they reveal cultural patterns equivalent to or transferable to a particular language” (p. 664). For this we identify and value popular stories collected in Spanish and, after translating them into Kichwa, we use them in a 6th grade basic education class for 5 weeks. To collect popular narratives and assess their importance, we use ethnographic techniques such as participant observation, semi-structured interviews, field diaries and key informants. For the design of the didactic tools and the educational process, we use pedagogical techniques such as collaborative classroom work, popular narratives translated into Kichwa and appropriate learning environments to give didactic-pedagogical use to popular stories. These narratives were taken from legends, feast days and gastronomy in the teaching of a Kichwa nearby to the students. Our most important conclusion is that the contextualization of teaching a non-mother language has positive effects.