Aula multisensorial: interdisciplinariedad, pertinencia cultural y lingüística, a través de una experiencia en Educación Intercultural Bilingüe Shuar.

Abstract

The purpose of this Curricular Integration Work was to acquire domains from the knowledge and knowledge of Artistic Cultural Education and the subjects of Mathematics (MM), Language Literature (LL), Social Sciences (CS) and Physical Education (EF) , contemplated in the Curriculum of the Shuar Nationality, through the planning of an Integrated Artistic School Project, implemented in the multisensory classroom, with the level of Insertion to the Semiotic Process (IPS) - High School of the "Bosco Wisuma Millennium Educational Unit", belonging to the Shuar Nationality, located in Morona Santiago- Macas- Sagrado Corazón-Yukias community. In the study, a research methodology centered on the naturalistic-interpretive paradigm was applied, with a qualitative approach to capture essentially social and cultural aspects of the context, the information gathering techniques were: participant observation, semi-structured interviews, review of documents and interaction and introspection with the community and as instruments the logs and field diaries were used. Pre-professional practices in different contexts allowed us to respond to observed problems, such as the deficit of creativity and the lack of adaptation of learning spaces that promote Artistic Cultural Education (ACE), a holistic education and meaningful learning. The results obtained in this work showed that creating sensory spaces and enhancing the domains of Artistic Cultural Education (ECA), allowed the development of meaningful interdisciplinary and contextualized learning, with a collaborative work of parents and members of the institution, Through the implementation of various activities adapted to the needs of students at the level of Insertion to the Semiotic Process (IPS) -Preparatory of the Bosco Wisuma Millennium Educational Unit, thus improving their artistic, motor, cognitive and sensory skills.