Análisis del bilingüismo (kichwa-castellano) a través de los cuentos andinos en la Educación Intercultural Bilingüe
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El presente estudio aborda el bilingüismo kichwa-castellano en el sistema de Educación Intercultural Bilingüe con la inserción de los cuentos andinos como estrategia didáctica. Para ello, se desarrolló una investigación cualitativa con diseño etnográfico, donde se utilizaron las técnicas de observación participante, diario de campo, entrevistas, el análisis crítico-reflexivo, codificación axial con el ATLAS.Ti 9.1.3, de los datos recolectados y documentados en dos instituciones educativas de Guaranda, Ecuador. Los resultados evidenciaron la ausencia de propuestas metodológicas contextualizadas que propicien el aprendizaje del kichwa, y mejora de la relación familia-escuela-comunidad. También, se identificó la preferencia del castellano en el aula ante la lengua ancestral materna, lo que limita el desarrollo efectivo del bilingüismo. Se concluye implementando los cuentos andinos en el proceso de enseñanza-aprendizaje hacia la preservación del kichwa como identidad cultural, al acentuar la necesidad de estrategias didácticas interculturales para un aprendizaje significativo y equitativo.
This study addresses Kichwa-Spanish bilingualism in the Intercultural Bilingual Education system with the insertion of Andean stories as a didactic strategy. For this purpose, qualitative research with ethnographic design was developed, using the techniques of participant observation, field diary, interviews, critical-reflexive analysis, axial coding with ATLAS.Ti 9.1.3, of the data collected and documented in two educational institutions in Guaranda, Ecuador. The results showed the absence of contextualized methodological proposals that favor the learning of Kichwa, and the improvement of the family-school-community relationship. Also, the preference of Spanish in the classroom over the ancestral mother tongue was identified, which limits the effective development of bilingualism. We conclude by implementing Andean stories in the teaching-learning process towards the preservation of Kichwa as a cultural identity, emphasizing the need for intercultural teaching strategies for meaningful and equitable learning.
This study addresses Kichwa-Spanish bilingualism in the Intercultural Bilingual Education system with the insertion of Andean stories as a didactic strategy. For this purpose, qualitative research with ethnographic design was developed, using the techniques of participant observation, field diary, interviews, critical-reflexive analysis, axial coding with ATLAS.Ti 9.1.3, of the data collected and documented in two educational institutions in Guaranda, Ecuador. The results showed the absence of contextualized methodological proposals that favor the learning of Kichwa, and the improvement of the family-school-community relationship. Also, the preference of Spanish in the classroom over the ancestral mother tongue was identified, which limits the effective development of bilingualism. We conclude by implementing Andean stories in the teaching-learning process towards the preservation of Kichwa as a cultural identity, emphasizing the need for intercultural teaching strategies for meaningful and equitable learning.
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Vol. 9, No. 39