La minka como pedagogía del territorio frente a la estandarización del Currículo Nacional en EIB: el caso de Quisapincha, Ecuador.

Abstract

Our research proposes a pedagogical strategy based on the collection of Andean knowledge of agricultural cycles within the minka as pedagogy of the territory, to be implemented in the 5th grade of basic education of the UEMIB "Pueblo Kisapincha", focused on strengthening cultural identity. In this educational research we used the methodology of Action Research, of qualitative character; through a case study, which was developed through interviews in the field of study. The elaboration and development of the educational project within the Quisapincha village, shows the importance of working correctly with the MOSEIB, since it promotes contextualized learning through the adaptation and flexibility of teaching-learning. Presenting a pedagogical guide based on the minka, which is adaptable to any context, rescinding the standardization of the National Intercultural Curriculum, contributing to meaningful and constructive learning for the sub-level of Development of Study Skills and Techniques (DDTE), with the possibility of transcending to the other sub-levels and educational levels.