La influencia de la etnoliteratura en el área de lengua castellana desde las voces de los mayores del territorio y de los estudiantes del grado quinto de la Institución Educativa de Tumbichucue, Inzá, Cauca
Fecha
2025
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Universidad de Manizales
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Resumen
El documento presenta una investigación sobre la influencia de la etnoliteratura en la enseñanza de la lengua castellana en estudiantes de quinto grado de la Institución Educativa de Tumbichucue, comunidad nasa en Inzá, Cauca. Plantea la necesidad de articular saberes ancestrales, transmitidos mediante oralidad, tejidos, símbolos, música y prácticas espirituales con el currículo escolar, para fortalecer la identidad cultural y mejorar las competencias de lectura y escritura. La metodología es cualitativa, con enfoque etnográfico, utilizando entrevistas, observaciones y grupos focales para recoger las voces de mayores y estudiantes. Los resultados evidencian que la oralidad y las manifestaciones culturales del territorio son recursos pedagógicos valiosos que, integrados al área de lengua castellana, fomentan un aprendizaje contextualizado, bilingüe y significativo. Se destaca la importancia de resignificar los espacios tradicionales, como la tulpa, y de incorporar la lectura y escritura ancestral en las prácticas educativas. La etnoliteratura se consolida, así, como un puente entre la memoria colectiva y la enseñanza formal, permitiendo procesos educativos pertinentes y transformadores que unen la historia y cosmovisión nasa con la educación actual.
This paper presents a study on the influence of ethnoliterature on the teaching of the Spanish language to fifth-grade students at the Tumbichucue Educational Institution, a Nasa community in Inzá, Cauca. It raises the need to articulate ancestral knowledge, transmitted through oral tradition, weaving, symbols, music, and spiritual practices, with the school curriculum to strengthen cultural identity and improve reading and writing skills. The methodology is qualitative, with an ethnographic approach, using interviews, observations, and focus groups to gather the voices of elders and students. The results show that oral tradition and the cultural manifestations of the territory are valuable pedagogical resources that, when integrated into the Spanish language curriculum, foster contextualized, bilingual, and meaningful learning. The paper highlights the importance of redefining traditional spaces, such as the tulpa, and incorporating ancestral reading and writing into educational practices. Ethnoliterature is consolidating as a bridge between collective memory and formal education, enabling relevant and transformative educational processes that unite Nasa history and worldview with contemporary education
This paper presents a study on the influence of ethnoliterature on the teaching of the Spanish language to fifth-grade students at the Tumbichucue Educational Institution, a Nasa community in Inzá, Cauca. It raises the need to articulate ancestral knowledge, transmitted through oral tradition, weaving, symbols, music, and spiritual practices, with the school curriculum to strengthen cultural identity and improve reading and writing skills. The methodology is qualitative, with an ethnographic approach, using interviews, observations, and focus groups to gather the voices of elders and students. The results show that oral tradition and the cultural manifestations of the territory are valuable pedagogical resources that, when integrated into the Spanish language curriculum, foster contextualized, bilingual, and meaningful learning. The paper highlights the importance of redefining traditional spaces, such as the tulpa, and incorporating ancestral reading and writing into educational practices. Ethnoliterature is consolidating as a bridge between collective memory and formal education, enabling relevant and transformative educational processes that unite Nasa history and worldview with contemporary education
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Educación desde la diversidad, Gestión educativa, Etnoliteratura, Intersubjetividades
