Repositorio Digital de Tesis de la EESP Pukllasunchis http://repositorio.pukllasunchis.org/xmlui/handle/1/1 2026-10-07T00:49:04Z 2026-10-07T00:49:04Z Chaucca Huallpa, Celia Cuba Carbajal, Evelyn Mirelia Pomacajia Mollo, Melany Hajayda http://repositorio.pukllasunchis.org/xmlui/handle/PUK/276 2026-08-26T09:00:19Z 2026-08-27T00:00:00Z

Las Canciones Quechuas como Estrategia de Aprendizaje para Revitalizar la Lengua Quechua de los Estudiantes de Sexto Grado de Primaria de Chacan, Anta, Cusco Chaucca Huallpa, Celia; Cuba Carbajal, Evelyn Mirelia; Pomacajia Mollo, Melany Hajayda Asociación, Pukllasunchis El Perú posee una valiosa diversidad lingüística y cultural que enfrenta un creciente riesgo, especialmente en las comunidades andinas y amazónicas. La globalización, la influencia de los medios de comunicación y la escasa valoración de las lenguas originarias han contribuido a la disminución del uso del quechua y al debilitamiento de la identidad cultural de los estudiantes. Esta problemática se agrava por la limitada formación de docentes en Educación Intercultural Bilingüe (EIB) y la falta de estrategias metodológicas adecuadas para la enseñanza de la lengua materna. Frente a esta realidad, la investigación “Las canciones en quechua como estrategia de aprendizaje” tiene como objetivo revitalizar y fortalecer el quechua mediante el uso de canciones como recurso pedagógico. Desde un enfoque cualitativo y vivencial, se busca promover la expresión oral, valorar la identidad lingüística y preservar los saberes ancestrales transmitidos a través del canto. Asimismo, esta propuesta constituye una estrategia innovadora para los docentes de EIB, favoreciendo aprendizajes significativos y el fortalecimiento de la identidad cultural de los estudiantes.; Abstract Our country has great linguistic and cultural diversity, a wealth that is currently at risk, especially in the Andean-Amazonian communities. Globalization and the media are leading students to lose their sense of belonging and cultural identity. This problem is evident in both rural and urban educational institutions. For the Ministry of Education, through DIGEIBIRA, this challenge is exacerbated by the shortage of teachers trained in Intercultural Bilingual Education (EIB), as well as by the lack of mastery of appropriate methodological strategies for this type of teaching. Therefore, in light of this reality, the main objective of this research, entitled "Quechua Songs as a Learning Strategy," is to contribute to the revitalization and strengthening of the native language. Through the use of Quechua songs, the goal is to enrich vocabulary, especially to foster appreciation for students' culture and linguistic identity, while keeping alive the cultural practices of their communities. Quechua songs have a deep emotional connection with those who listen to or perform them, as they convey experiences, feelings, and ancestral knowledge. Therefore, this work will be very useful for IBE teachers, motivating them to implement innovative strategies that contribute to the development of a strong cultural identity and the achievement of truly meaningful learning in their students. Keywords: Cultural identity, Intercultural Bilingual Education, Revitalization, Quechua Songs, Learning Strategies.;   Pisiy Rimayllapi Willasayki Suyunchikqa llasaq ñawpa simiyuqmi, kawsayniyuq lliw kaqninchikkuna kay p’unchaykuna sasachaypi tarikun, aswantaraq anti yunka llaqtakunapi. Tiqsi kawsaykuna, kaqllataq willakuykuna yachaqikunata pisipayachin ayllu saphinkunapi, kaykuna qhawarikun llaqta yachaq wasikunapi, ayllu yachay wasikunapi ima. Kay sasackakuymi aswan kay Ministerio de Educación, DIGEIBIRApaq ima, kaykuna kachkan pisi EIB t’aqapi yachachiqkuna kaqtin, kaqllataq mana ayllukunaq kawsayninmanhina yachaykunata tupachiqtinku. Kaykuna qhawarikuqtinmi, kay sutichasqa k’uskiykunata wakichichkayku.“Qichwa simipi takikuna, yachaykunapaq mat’ipasqa”, kaywanmi aswanta munakun mama simita kallpachanapaq, qichwa simi takikunaq chawpinta, rimaykunata, qhillqayninkuta qhapaqyachinapaq, aswantaraq ruwaykunawan, riqsiykunawan kawsayninkuta munakunakupaq.Qichwapi takikunaqa anchatapunin sunqunachin pikunachus uyariqkunata, kaqllataq takiqkunata, tatikunaq sunquntan rimakun kawsaymanta, sunquq llakikuyninmanta, kusikuyninmanta hinallataq ñawpaq kawsaykunamantawan. Chaymi kay k`uskisqaqa ancha yanapakuq kanqa EIB yachachiqkunapaq, kaywancha paykunapas qhawarinqaku, aysarinqaku huqniraq yachachiyta warmakunaq allin saphichakunankupaq. Chanin rimaykuna: Kawsaykuna Saphinchasqa, askha t’aqa Yachaykuna, Kallpanchay, Qichwapi Takikunata, Huqniray Yachaykuna hunt’ay.

2026-08-27T00:00:00Z Soncco León, Omar Ramiro http://repositorio.pukllasunchis.org/xmlui/handle/PUK/271 2026-07-28T09:00:26Z 2026-07-27T00:00:00Z

Canciones que Hablan: Fomento del Uso Oral Significativo de la Lengua Quechua a Través de Canciones en Niñas y Niños de la IE 501358 Salkantay Soncco León, Omar Ramiro Asociación, Pukllasunchis La enseñanza del quechua en la Educación Intercultural Bilingüe (EIB) de primaria suele desvincularse de la base cultural que le da sentido. Aunque se promueve su aprendizaje, con frecuencia no se reconoce como una lengua viva ni se consideran sus usos cotidianos, reduciéndose a una expresión folclórica. Frente a esta situación, la presente investigación tuvo como objetivo elaborar y proponer un recurso pedagógico para fomentar el uso oral significativo del quechua mediante la creación e interpretación de canciones basadas en los saberes culturales del contexto de los estudiantes. El estudio se desarrolló con un enfoque cualitativo y un diseño de investigación-acción participativa en la Institución Educativa N.º 501358 Salkantay, ubicada en la comunidad Fortaleza (Cusco), en un contexto de educación primaria multigrado. La propuesta incorporó recursos tecnológicos, como videos karaoke en quechua, para fortalecer la motivación y la participación estudiantil. Los resultados evidenciaron mejoras en el uso oral del quechua y una mayor valoración de los saberes culturales de la comunidad. Se concluye que los recursos pedagógicos contextualizados favorecen la revitalización del quechua y fortalecen el papel de la escuela en la preservación de la lengua y la cultura.; Abstract The incorporation of the Quechua language into classrooms within Intercultural Bilingual Education (IBE) at the primary level has followed a pedagogical approach that disconnects its teaching from the cultural foundation that gives it meaning. Although Quechua is taught and its use is promoted in schools, it is often not recognized as a living language, nor are its everyday uses in school and community contexts taken into account. As a result, Quechua tends to be reduced to a folkloric expression, despite its profound cultural, historical, and communicative richness. In response to this situation, the present study aimed to propose a pedagogical resource to foster oral expression in the Quechua language through the creation and performance of songs, grounded in the cultural knowledge of the students’ sociocultural context. The research was conducted under a qualitative approach, using a participatory action research (PAR) design, and was carried out at Educational Institution No. 501358 Salkantay, located in the Fortaleza community, within a multigrade primary education setting. As part of the pedagogical strategy, technological resources such as Quechua karaoke videos were incorporated, which helped to energize the teaching-learning process and encourage active student participation. The results not only demonstrate positive progress in fostering oral expression, but also show that the pedagogical proposal enabled students to connect with their surrounding environment and better understand the cultural knowledge present in their community. Therefore, the study highlights the importance of integrating contextualized and culturally relevant pedagogical resources as an effective pathway for the revitalization of Quechua in the school context, reaffirming the role of the school as a key space for the transmission and preservation of cultural knowledge and the Quechua language. Keywords: Quechua songs; Quechua karaoke videos; intercultural bilingual education; Andean cultural knowledge.; Pisi rimayllapi willasayki Educación primaria Intercultural Bilingüe (EIB) nisqa sutichasqa yachay wasikunapi qichwa simi yachayqa ayllukunap kawsaynimanta t’aqasqan kachkan. Arí, qichwa simiqa yachachikunmi hinallataq mast’arikun yachay wasikunapi, ichaqa manaya riqsichikunchu allin kawsayniyuq simi hinaqa, nitaq sapa p’unchawchu yachay wasikunapi ayllukunapi ima qichwa simipiqa rimakun. Chaymi qichwa simiqa imaymana ayllukunap yachayninkunataña hap’in chaypas raymichaykuykunallapi rimanamanmi tukupun. Kay sasachakuy t’ikranapaqmi, ayllukunap yachayninmantapacha takiykunata paqarichispa ima qichwa simi aswanta mast’arinapaq kay k’uskiriy chayta taripayta munan huk recurso pedagógico nisqap chawpinta. Kay k’uskiriyqa enfoque cualitativo nisqap chawpintan rurakurqan, hinallataq diseño de investigación-acción participativa (IAP) chaypaq chawpinta ima. Kay k’uskiriymi haqay Fortaleza ayllupi rurakurqan, institución educativa N.º 501358 Salkantay nisqa sutichasqa yachay wasipi, chay wasiqa aula multigrado nisqan karqan. Allinta yachaykuna mast’arinapaqtaqmi recursos tecnológicos nisqakunawan llamk’arikurqan, chaymi qichwa simipi video karaoke nisaqakunapas aswantaraq mat’iparirqan yachay atipaykunata, hinallataq allinta wawakunatapas yanaparirqan. Tarisqakunapiñataqmi mam rimayllapichu kallpachirkuy tarikun, aswampas kay propuesta pedagógica nisqaqa yachaqaqkunata ayllunkuwan, pacha tiyasqankuwan, hinallataq ayllunkup yachayninkunawan iman aswanta tupanarichin. Chaymi, qichwa simi kallpacharinpaq recurso pedagógico nisqakunata yachaqaqkunap ayllunkumantan paqarinan, ahina kaspaqa yachay wasipas aswantaraqmi machulanchikkunap yachayninkunata qhipa wiñaykunaman willarinman. Chanin rimaykuna: Qichwa simipi takiykuna; qichwa simipi video karaoke; educación intercultural bilingüe; ayllukanap yachaynin.

2026-07-27T00:00:00Z Bravo Carrasco, Mariela Huaman Peña, María del Carmen Quispe Champi, Mary Isabel http://repositorio.pukllasunchis.org/xmlui/handle/PUK/270 2026-07-28T09:00:23Z 2026-07-27T00:00:00Z

La Ortiga: Planta Medicinal para Visibilizar Los Saberes Ancestrales en El Proceso de Aprendizaje de Niños y Niñas de la I.E Juan Velasco Alvarado N 50102 de Conchacalla Nivel Primaria Bravo Carrasco, Mariela; Huaman Peña, María del Carmen; Quispe Champi, Mary Isabel Asociación, Pukllasunchis Se recomienda tomar como referencia las cartillas producidas para elaborar materiales educativos que rescaten la sabiduría ancestral ,El presente trabajo titulado “La ortiga: planta medicinal para visibilizar los saberes ancestrales en el proceso de aprendizaje de niños y niñas de primaria” constituye una contribución a la Educación Intercultural Bilingüe (EIB), enfocada en la visibilización de los saberes ancestrales en el proceso educativo, especialmente aquellos relacionados con las plantas medicinales como la ortiga. A través de una propuesta de material educativo —las cartillas educativas— se busca promover una enseñanza y un aprendizaje más reflexivos, dinámicos y significativos. El proceso metodológico utilizado fue el diseño sustantivo aplicativo, ya que se realizó una investigación previa sobre la sabiduría ancestral vinculada a las plantas medicinales (ortiga), mediante instrumentos como entrevistas estructuradas y observación a los yachaq (sabios que poseen conocimientos ancestrales). Posteriormente, se diseñaron las cartillas y se aplicaron con estudiantes en las áreas de Personal Social y Comunicación. Como resultado, se obtuvo un valioso paquete de cartillas bilingües en quechua y castellano, que recoge la sabiduría ancestral sobre la ortiga desde la voz de los yachaq. Estas cartillas fueron diseñadas de manera didáctica para estudiantes de sexto grado de primaria, abordando las variedades de ortiga y sus distintas funciones curativas. Tras su aplicación en la I.E. de Conchacalla, se evidenció en los estudiantes una mayor motivación e interés por aprender e investigar sobre los saberes ancestrales, al estar en contacto con ellos tanto en su entorno familiar como comunitario. De esta manera, se ha tejido una posibilidad esperanzadora de fortalecer la identidad cultural de los niños.; Abstract This work, entitled "Nettle: A Medicinal Plant to Make Ancestral Knowledge Visible in the Learning Process of Elementary School Children," is a contribution to Intercultural Bilingual Education (EIB), focused on making ancestral knowledge visible in the educational process, especially that related to medicinal plants like the nettle. Through a proposal for educational materials—educational booklets—the aim is to promote more reflective, dynamic, and meaningful teaching and learning. The methodological process used was an applicative substantive design, since prior research was conducted on ancestral wisdom linked to medicinal plants (nettle), using instruments such as structured interviews and observation of yachaq (wise men who possess ancestral knowledge). Subsequently, booklets were designed and applied to students in the areas of Personal Social Studies and Communication. The result was a valuable package of bilingual booklets in Quechua and Spanish, which capture ancestral wisdom about the nettle from the voice of the Yachaq. These booklets were designed to be educational for sixth-grade elementary school students, covering the varieties of nettle and their various healing functions. After their implementation at the Conchacalla Elementary School, students demonstrated greater motivation and interest in learning and researching ancestral knowledge, as they were exposed to it both in their families and communities. In this way, a hopeful opportunity has been created to strengthen the children's cultural identity. Keywords: ancestral knowledge, nettle, yachaq, educational booklet, teaching and learning process; Pisiy Rimayllapi Willasayki Kay ñawapa chaymanta taqmirisqata, ñawpaqmantaraq yachay ruwaypi ñawpa ayllukunata ruwayta munan, aswantaqa hampi yurakunapi, chaymi kutichin ñawpaq yachaypa suyakuyninkunata, chaymi yanapakun identidadninkuta kallpachanankupaq. Kay tarisqa yachaywanmi, paqarichiyku cartilla educativa ñisqata, warmakuna aswanta yacharinankupaq, hinallataq chay yachay aswanpis kawsarinanpaq.Kay investigacionpi proceso metodológico nisqa ruwayqa karqan chay diseño cualitativo nisqa, ñawpaq investigacion ruwasqa kasqanrayku, chay yachay ancestral nisqa hampi yurakunaq (kisa) ruwasqanwan, chaypaqmi ruwakurqan instrumentokunata: tapuykuna chaymanta, qawarispa yachaykuna.Kisamanta yachayninchiswan, cartilla ñisqata paqarichiyki rusamipi castellano simipiwan. Kaywanmin, suqta gradupi wawakuna astawan yachayninkunata matipayaranku. Chaywanmi warmakuna kusisqa kanku, hinapas aswan allinta yachariyta munanku, chaymi paykuna awluchankuta tapurimunku imakunapaqmi chay kura kisa allin kanman, ima unquykunata hampinman. Aknata yachaywasipi llank’arispaqa, allintan irqikuna ñawpa yachayninchista munukunqaku, mana pinqakuspa hampikunkaku, yachaynintapas uqkunaman willarinqa. Chanin rimaykuna: ñawpa yachaykuna, kisa, yachaq, cartillañisqa, yachaywasipi yachaykuna.

2026-07-27T00:00:00Z Puma Nina, Miriam Ttupa Huaman, Marcia http://repositorio.pukllasunchis.org/xmlui/handle/PUK/266 2026-07-08T21:36:23Z 2026-06-30T00:00:00Z

Incorporación de Juegos Tradicionales para Fortalecer la Identidad Cultural en Niños y Niñas de 5 Años de la Institución Educativa “Virgencita de Guadalupe” Puma Nina, Miriam; Ttupa Huaman, Marcia Asociación, Pukllasunchis El estudio aborda la incorporación de juegos tradicionales como estrategia para fortalecer la identidad cultural en niños y niñas de cinco años. Surge ante la preocupación por el abandono de estas prácticas, desplazadas por juegos virtuales que debilitan el vínculo con la cultura y fomentan el uso excesivo de la tecnología. La investigación propone revalorizar los juegos tradicionales dentro del proceso educativo inicial, mediante una metodología aplicativa que recoge saberes de los padres de familia y los integra en talleres pedagógicos. En estos espacios, los niños participan activamente en la elaboración y práctica de juegos ancestrales, tanto dentro como fuera del aula. Como resultado, se implementaron sectores de juego vinculados a la cultura local y diversas actividades tradicionales, generando en los niños disfrute, aprendizaje y reconocimiento de sus raíces. Esto se evidenció en el orgullo por practicar juegos heredados de sus antepasados, fortaleciendo así su identidad cultural. Además, el estudio destaca la participación de docentes y familias, quienes valoran estas prácticas por su accesibilidad, bajo costo y capacidad de fortalecer vínculos intergeneracionales, contribuyendo a una educación más pertinente y significativa.; Abstract The study, entitled "Incorporating traditional games to promote the development of cultural identity in five-year-old boys and girls at the Virgencita de Guadalupe educational institution," is a contribution to early childhood education on the connection between traditional play practices that fortunately persist in our region and contribute to the development of cultural identity from childhood. The research stems from the concern about the abandonment of these practices, replaced by virtual games that reflect a weakened cultural identity and a growing attachment to technological devices. Faced with this observation, the proposal to revalue traditional games as an educational strategy to strengthen cultural identity and enrich the teaching-learning process in the early years of schooling emerges. From this perspective, substantive applied research was used, collecting games familiar to parents and then developing a pedagogical approach through workshops to implement the games with 5-year-old children, with the support of parents. The relevant result of this research was the proposal for implementation workshops where children developed the games and enjoyed each one. This enriched the implementation of ancestral game sectors, such as the home sector, child rearing, and nine traditional games outside the classroom. Traditional games were thus incorporated into the teaching-learning process of preschool children. The children expressed their enjoyment, appreciation, and knowledge of the game process and of their ancestors who played them. In short, they felt proud of playing ancestral games, which promoted the development of their cultural identity. Likewise, teachers and families valued and promoted these games, which are easy to implement, cost-free, and strengthen intergenerational ties by connecting children with their cultural heritage. Keywords: traditional games, workshops, cultural identity.; Pisisi Rimayllapi Kay t'uqtiyqa qallarin llakikuyniykumanta, practicanisqata qunqasqankumanta, hinallataq remplazasqa kachkan virtual pukllaykunawan chaytaqmi tatichin identidad cultural nisqata hinallataq ñawpaqman prurichichkanku Kay dispositivos tecnológicos nisqata. Chayta qhawarispa ñuqayku rurachkayku Kay revalorización ñawpa pukllaykumamanta estrategia yachanapaq nisqawan, identidad cultural nisqata kallpachachinapaq hinallataq qhapaqyachinapaq proceso de enseñanza nisqata ñawpaq yachaq irqichakunapaq. Kay k'uskinaykupi churayku investigación aplicativa nisqata ichaqa kay pukllaykunata tarirayku tayta mamakunaq riqsisqanta chayman hinataq rurakunqa ruta pedagogíca nisqata tallerkunamanta pacha 5 watayuq irqichakunawan, tayta mamakunaq yanapayninwan hinallataq yachachiqkunaq yanapayninwan. Chanin rimaykuna: Ñawpa pukllaykuna, huñuquyquna llank’anapaq, chaniychayninchis.

2026-06-30T00:00:00Z