Pared Montessoriana con pertinencia cultural para el fortalecimiento de los sentidos en EIFC de la Unidad Educativa Intercultural Bilingüe Huayna Cápac.

Abstract

This research project aims to strengthen the development of the senses from the Montessorian sensory wall in Community Family Child Education (hereinafter EIFC) of the Intercultural Bilingual Educational Unit "Huayna Capac". This resource is culturally relevant and includes an activity guide, which explains its use and proposes seven tasks that reinforce sight, touch and hearing, thus being a free space to play and learn. The wall was applied with the help of the learning guides proposed by this institution, which are part of the intercultural bilingual context, since infants at this stage learn through manipulation, exploration and experimentation of their immediate environment. This problem emerged in the immersion practices, because the teacher used the same resources frequently, causing disinterest in the preschoolers' learning. Therefore, this research is based on the point of view of different authors who address the concept and importance of didactic resources, which must be manipulable to ensure cognitive development. Also, Community Family Childhood Education is defined according to the MOSEIB; the Montessori method and how it contributes to the development of the senses; in such a way that it is intended to form autonomous students capable of constructing their own knowledge. On the other hand, this research is based on the sociocritical paradigm, qualitative approach and the action research method. Therefore, to broadly visualize this problem, techniques and instruments such as: the interview and the question guide; participant observation and the recording of daily experiences were used. The results show that the sensory wall is culturally relevant and stimulates the senses, since it promotes exploration and through it, they get to know their natural environment. Finally, the conclusions show that the resource and the learning guides complement each other and awaken the interest in learning, because they addressed topics that were easy to understand, reinforcing their native language "Kichwa".