Una estrategia pedagógica para fortalecer la interculturalidad promoviendo el diálogo de saberes entre estudiantes Shuar Amazónicos y Kichwa Serranos. Proyecto: Conociendo amigos de Chibuleo y Shuar

Abstract

This Curriculum Integration Work (ICT), a requirement for the UNAE degree, focused on two groups of students, each one enrolled in a bilingual intercultural educational unit of two different indigenous peoples: One of the Kichwa Chibuleo nationality and the other of the Shuar nationality. The first group of students was enrolled in the sixth grade of the Chibuleo Millennium Educational Unit, (located in the Tungurahua province, Ambato canton, Juan Benigno Vela parish) and the second was enrolled in the seventh grade of the Millennium UE “Bosco Wisuma”, (located in the Morona Santiago Province, Morona Canton, Sevilla Don Bosco parish). Between these students, members of two different indigenous cultures, there had been no previous contacts that would have facilitated intercultural relations and transactions. The Chibuleo educational institution serves highland Kichwas from the Chibuleo people and Bosco Wisuma serves students from the Shuar communities whose habitat is the Amazon jungles surrounding Macas. Each town maintains its own traditions, customs and knowledge, but without these groups of students having interacted. For this reason, we created spaces for virtual cultural interaction with the aim of promoting the exchange of knowledge, customs and own traditions, through the use of virtual videoconferencing platforms that, by facilitating interaction in video-call, allowed strengthening and enriching their intercultural relations. The interaction and exchange of knowledge was done through a PBL that included a presentation of the topic, games-debates with stimulating questions and answers to facilitate the active and motivated participation of the groups when exchanging with the children of the other ancestral culture. . The virtual environment of inter-learning, enriched by these cultures, allowed the students to experience the sense and meaning of the concepts "intercultural and interculturality", based on the contrast between the knowledge, wisdom and traditions of both cultures. With this we deepen the experiential understanding by promoting the appreciation of cultural diversity among indigenous societies. Cooperative work, being a fundamental component of this project to prepare and carry out interactions, allowed, in turn, to develop investigative and communicative skills, favoring personal autonomy and self-organization of students, while they acquired knowledge and skills in a conscious, which made the experience become a meaningful, intercultural, fun and informal learning activity.