La chakra un ambiente de aprendizaje con pertinencia cultural para la enseñanza de la Etnomatemática en el nivel de Fortalecimiento Cognitivo Afectivo y Psicomotriz FCAP del 4to grado de la UEMIB Chibuleo

Abstract

Bilingual Intercultural Education is a huge advance in inclusion for indigenous peoples; however, it still has enormous challenges to overcome to allow the deployment of the potential of boys and girls in Ecuador. This is expressed in the different learning domains and in the difficulty that is permanently presented for the development of their abilities and skills, which derives from a traditional pedagogical practice, centered on the teacher and without cultural relevance, in a context in which It is essential for the acquisition of significant learning. The objective of this work was to develop a proposal for inter-learning with the chakra as a learning environment with cultural relevance for the teaching-learning of ethnomathematics at the FCAP level corresponding to the fourth year of General Basic Education of the UEMIB "Chibuleo" Guardian of the Language. For this, the qualitative methodological framework of action research (IA) was used, in which the entire research and intervention process was carried out in permanent contact with the community, particularly the UEMIB Chibuleo. Within this framework, interviews were conducted with teachers and community members, in addition to preparing a diagnosis (pretest) of the students' mathematical abilities and skills, all of which constituted the input for the elaboration of the inter-learning guide. As results of the investigation, it was observed that the chakra is a learning environment with cultural relevance that has enormous potential for the generation of knowledge and for the acquisition of skills in the context of the UEMIB Chibuleo; The students more easily acquire knowledge that is rooted in the daily practice of their own means of production and reproduction of life, such as the chakra, and, therefore, all the learning that is gestated in it is of a significant nature. In contrast, skills and knowledge that are worked on abstractly are more difficult to assimilate, although this can be reinforced in the same way through collaborative work between those who know more and those who learn from them.