Combatiendo la exclusión: Estrategias didácticas y lúdicas para niños y adolescentes de la nacionalidad kichwa con rezago educativo en Educación Básica

Abstract

In this work of curricular integration, curricular and didactic flexibility strategies contextualized in learning scenarios were put into practice, all appropriate to the cases of students who for various reasons have lags in their learning outcomes. The reflection on the issue of lags began during the pre-professional practices of 5th cycle, when a teenager with a great educational lag was identified in a millennium school located in the Amazon. To level the educational lags in this case inspired this action research. Inspired by that case, we arrived at the UECIB Chibuleo to make an initial diagnosis that allowed us to identify and evaluate the cases of educational backwardness in the students who belong to this millennium school of Kichwa nationality. To collect the data and delve into the complexity of each case, a field study was carried out, in which unstructured interviews were used and didactic techniques were applied that facilitated interactions with the lagging students, taking into account the conditions of the context where the research took place. After identifying two students studying the 8th grade of Higher Basic, we analyzed the learning difficulties in which both were, we applied to each one a personalized plan of contextualized academic leveling that would allow us to reduce their lags as much as possible. From the diagnosis, didactic and curricular management strategies adapted to the characteristics of each of the students were put into practice, evaluating their impact. In the end we achieved the design of didactic and curricular strategies, with which, useful and effective learning scenarios were established for students with educational backwardness who were enrolled in Basic Education of the Guardian Millennium School of the Language in Chibuleo.