ABP: Una estrategia didáctica para la integración microcurricular de asignaturas y dominios culturales tradicionales entre indígenas de la costa ecuatoriana: El caso de la pesca artesanal.

Abstract

In the following curricular integration work, we highlight the importance of the teacher incorporating active didactics in the teaching-learning process, in order to achieve significant and contextualized learning, making the student the protagonist of the process, as established by the approach that he shares with us. the Model of the Bilingual Intercultural Education System "MOSEIB". In accordance with it, a teaching methodology is proposed that involves the use of intellectual and intellectual processes and resources in the form of activities in which particular combinations of scientific knowledge and ancestral knowledge are used. We assume that the experiential practices should be understood as the reflexive result that is achieved from the daily life of the students, who will develop from them a system of knowledge that, when used by the teacher, facilitates the planning, organization and evaluation of the teaching-learning process. For this, the proposal was aimed at the implementation of Project-Based Learning (PBL) with the 9th grade students (units 62 to 69) of the UECIB "Cacique Tumbalá" instrumenting for it the knowledge and domains of the subjects of Social Sciences, Natural Sciences, Language and Literature and Cultural and Artistic Education, areas with which a classroom project was developed with students in which the sociocultural practices, knowledge and knowledge of the inhabitants of the Engabao Commune on "artisanal fishing" were exposed. . In this sense, we are inspired to apply PBL because this is a methodology that involves the active participation of the student in the construction of knowledge and that, in turn, allows the development of significant skills in students. The originality of the project is that for its development it worked with artisanal fishing as an integrating axis, which is the most significant cultural practice and with the greatest identity consensus of the Commune. The investigative approach was qualitative and the method used was ethnographic for diagnostic research. and participatory action research for transformative intervention. Data were collected through participatory observation, general or key informant interviews, field diaries, and literature review. From the pedagogical point of view, we developed a classroom project through which students acquired investigative skills, critical thinking, creativity and recognition of their cultural and identity value. The fundamental instrument for this was the use of "Artisanal Fishing" a cultural practice carried out by the inhabitants of the Commune and the Port of Engabao, a practice that has historical depth and that permeates the identity of all the community members in a transversal way, deeper and significant even for those community members who consider themselves indigenous and descendants of the Huancavilca people. While identity strengthening was achieved, the teachers guided our students so that they could reach, as in fact happened, the curricular domains.