La lúdica como recurso y estrategia didáctica para evaluar el aprendizaje de los estudiantes de 5to año de EGB de la Unidad Educativa Comunitaria Intercultural Bilingüe “Suscal

Abstract

The present research arises from the experiences carried out in the pre-professional practices lived in different contexts, where it has been observed from previous cycles that in classrooms there are a variety of difficulties, specifically in the form of evaluation applied by teachers to their students, since on several occasions it was observed that teachers use a traditional way to evaluate such as: written questionnaires, distancing, linear location, total silence, in order to qualify the assimilation of student content. Consequently, in the 8th cycle in the UECIB "Suscal", belonging to the community of Pachón, Cantón Suscal and Provincia Cañar, the idea arose of creating a recreational didactic resource specifically for the evaluation space and thus be able to dynamize this process where students feel secure, participation, creativity, when answering the questions that the teacher proposes. It is worth mentioning that in the practices carried out in the fourth grade classroom, a first playful evaluation resource was applied with which positive results were obtained, and in effect a harmonious space was generated where the children did not realize that they were being evaluated in the topic discussed, but rather they saw it as a moment of distraction at the end of the class. The result consists of a didactic resource called Yachana Ñan, which means "The path of knowledge." This resource will serve as a tool to evaluate the learning of the contents of each of the subjects and the skills that each student possesses in the 5th year classroom of Basic General Education of the Intercultural Bilingual Community Educational Unit "Suscal", located in the Pachón community, Suscal canton, Cañar province. This research work has a qualitative approach, taking participatory action research (PAR) as theoretical guidelines. During this process, different data were obtained through the educational ethnographic method, since we were in direct contact with the educational community and this allowed us to obtain authentic and truthful information on our research objective, with an emphasis on the descriptive and interpretive part of the different experiences of the classroom context. Likewise, to enrich the research, other data collection techniques and instruments were used such as the Lesson Study, a participant observation where the way of evaluating the students' knowledge in the classroom was evidenced, data that were recorded in the diaries In the field, also through unstructured interviews with students and teachers, it was possible to verify the opinion of children before the evaluation process and how teachers apply the same. Finally, our educational innovation project will allow teachers to think, rethink and create new instruments, strategies, resources and methodologies for evaluation in the teaching-learning process and in this way provide a quality and warm education, in addition, it will be a reference that starts from the worldview and Andean knowledge, promoting a dialogue of knowledge between the two knowledge that interact within the educational environment.