El calendario vivencial como una herramienta curricular de fortalecimiento de la identidad cultural de la nacionalidad shuar en el Centro Educativo Comunitario Intercultural Bilingüe Monseñor Alejandro Labaka

Abstract

This work aims to contribute to the strengthening of the Bilingual Intercultural Education System and its Educational Model better known as the MOSEIB (Model of the Bilingual Intercultural Education Education System) and the Application of the Bilingual Intercultural Education Model in the Amazon AMEIBA. As well as the revitalization of the knowledge and knowledge of the Shuar Nationality in the CECIB Monsignor Alejandro Labaka del Shuar Taruka. Whose objective is to establish the Shuar Experiential Calendar articulated to the Model of the Bilingual Intercultural Education System-AMEIBA for the strengthening of the cultural identity of the boys and girls of the CECIB in question. As part of the methodological process of the present study, the literature review on the forms of organization of time and space according to the Shuar conception was carried out (Mashinkiash, 2012). Similarly, interviews were carried out with the wise men and women of the community in order to understand the great periods of time of uwí (time of abundance) and naítiak (shortage) articulated with periods of esat (summer) and yumi (winter). Subsequently, the results were integrated with the contents defined in the MOSEIB-AMEIBA for the Shuar nationality, based on the units and autonomous learning guides for the EBI, with the criteria of Centers of Interest proposed by Declory, and Integrated Sciences defined in the MOSEIB-AMEIBA. As a result, the Experimental Calendar of the Shuar Nationality and the Units and Guides of Autonomous Learning were prepared, which were applied by each child with the participation of the educational community and its educational actors. It should be noted that ancestral knowledge and knowledge, such as the implementation of the Shuar Experiential Calendar, had not yet worked on the CECIB Monsignor Alejandro Labaka. However, due to the initiative taken, this year, since children, parents and the community are more aware and value their own knowledge and knowledge. Finally, the knowledge and knowledge of the Shuar nationality must be pedagogized and didactized for meaningful learning and strengthening of it by its holders, this implies, the revision of the teaching-learning methodology in the CECIBs of the Shuar Nationality.