Los juegos tradicionales y la educación propia, una apuesta orientada a fortalecer la identidad cultural de la comunidad Inda Guacaray
Fecha
2026
Autores
Pantoja Montero, Yajaira Brinney
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Editor
Universidad de Manizales
Referencia bibliográfica
Resumen
Este artículo se propone determinar cómo los juegos tradicionales y los elementos de la educación propia permiten recuperar y respetar la diversidad cultural, mediante la implementación de una estrategia pedagógica en el Centro Educativo Indígena Awa Inda Guacaray del municipio de Tumaco (Nariño). Metodológicamente, dentro de la investigación cualitativa se optó por un enfoque que permite un marco para implementar, reflexionar e interpretar esta experiencia pedagógica; para ello, se realizó un acercamiento a 20 estudiantes del grado primero y a la docente, para conocer sus voces en relación con los juegos tradicionales y las prácticas de educación propia. Entre otros hallazgos, se evidenció que el juego tradicional es una herramienta mediadora clave del aprendizaje. A través de él, los estudiantes disfrutaron de la apropiación de los saberes que los caracterizan culturalmente y revitalizaron su identidad y motivación escolar. Se concluye que los juegos tradicionales se posicionan como un recurso fundamental para motivar a los estudiantes, facilitar su participación activa en el aprendizaje y relacionarlos con los elementos propios de su entorno comunitario.
This article aims to determine how traditional games and elements of Indigenous education contribute to the recovery and respect of cultural diversity through the implementation of a pedagogical strategy at the Awa Inda Guacaray Indigenous Educational Center in the municipality of Tumaco (Nariño). Methodologically, within the qualitative research framework, an approach was chosen that provides a structure for implementing, reflecting on, and interpreting this pedagogical experience. To this end, 20 first-grade students and their teacher were interviewed to gather their perspectives on traditional games and Indigenous education practices. Among other findings, it was evident that traditional games are a key mediating tool for learning. Through them, students enjoyed acquiring knowledge that culturally characterizes them and revitalized their identity and academic motivation. It is concluded that traditional games are a fundamental resource for motivating students, facilitating their active participation in learning, and connecting them with elements of their community environment.
This article aims to determine how traditional games and elements of Indigenous education contribute to the recovery and respect of cultural diversity through the implementation of a pedagogical strategy at the Awa Inda Guacaray Indigenous Educational Center in the municipality of Tumaco (Nariño). Methodologically, within the qualitative research framework, an approach was chosen that provides a structure for implementing, reflecting on, and interpreting this pedagogical experience. To this end, 20 first-grade students and their teacher were interviewed to gather their perspectives on traditional games and Indigenous education practices. Among other findings, it was evident that traditional games are a key mediating tool for learning. Through them, students enjoyed acquiring knowledge that culturally characterizes them and revitalized their identity and academic motivation. It is concluded that traditional games are a fundamental resource for motivating students, facilitating their active participation in learning, and connecting them with elements of their community environment.
Descripción
Palabras clave
Juegos Tradicionales, Juego y Aprendizaje, Educación Indígena Propia, Identidad Cultural, Traditional Games, Play and learning, Indigenous education, Cultural identity, Cultural Identity
