Calendario Vivencial Educativo Comunitario: instrumento pedagógico para fortalecer el aprendizaje situado y las interacciones socioculturales. Experiencias entre la Unidad Educativa Comunitaria Intercultural Bilingüe Sisid y Complejo Arqueológico De Ingapirca

Abstract

The design of a community educational experiential calendar (CVEC), as a PE school project, arises from the educational experience during the pre-professional practices with students of the fourth grade of basic general education, in the stage of cognitive, affective and psychomotor strengthening (FCAP), in the Bilingual Intercultural Educational Unit Sisid. The main problem of this research is the ignorance of the guidelines and / or pedagogical guidelines for the elaboration of the school project and application of the community educational experiential calendar. To this end, a PE school project was elaborated oriented in the guidelines for the implementation of the MOSEIB, which was applied for the construction and application of the CVEC community educational experiential calendar in the teaching-learning process; This CVEC was carried out based on the pedagogical guidelines for the implementation of the MOSEIB Bilingual Intercultural Education System Model. emerges as an alternative to strengthen socio-cultural interactions and articulate curricular contents with local knowledge. The proposed methodology was based on the qualitative field approach which was worked with 20 participants among them (parents, students, managers, teachers and community). To conclude the results obtained through the application of the EP and CVEC was that, the sociocultural interactions are given from the relationship of the student-teacher and community in the different contexts of learning, which allows the development of skills, abilities and cognitive development in each subject, for this reason working outside the aulic context and integrating local knowledge with curricular content in the teaching process is possible, since it allows the student to educate himself autonomously and constructivistly.