Cuentos Andinos para Revitalizar la Identidad Cultural de los Niños del 3º Grado de Primaria en una Institución Educativa de San Jerónimo, Cusco

Abstract

Resumen El propósito de esta investigación es diseñar una estrategia pedagógica utilizando cuentos andinos como herramienta para fortalecer y revalorar la identidad cultural en alumnos de tercer grado de la Institución Educativa Privada Bernabé Cobo, ubicada en el distrito de San Jerónimo, en la ciudad del Cusco. El estudio adopta un enfoque cualitativo, con metodología de investigación-acción como base de su diseño. La muestra está compuesta por 26 estudiantes, quienes participaron en un programa de sesiones centradas en relatos andinos; 26 padres de familia, entrevistados para conocer su contexto sociocultural en relación al tema; además, 5 abuelos y una yachaq, quienes participaron activamente en las sesiones y fueron también entrevistados. Los datos obtenidos revelan que los padres reconocen la importancia de la identidad cultural y procuran transmitirla dentro del entorno familiar. Sin embargo, no enseñan el idioma quechua y desconocen la cultura institucional del centro educativo al que asisten sus hijos. En este contexto, la implementación de las sesiones basadas en cuentos andinos cumplió su propósito, al lograr que los niños reconozcan su raíz cultural y se identifiquen con la diversidad cultural de nuestra región, que a su vez abrió un espacio de transmisión cultural basado en la oralidad.

Abstract This research focuses on analyzing the importance of cultural identity among primary school students. Its main objective is to design a pedagogical strategy using Andean stories as a tool to strengthen and revalue cultural identity in third-grade students at the Bernabé Cobo Private Educational Institution, located in the district of San Jerónimo, in the city of Cusco. The study adopts a qualitative approach, using action research methodology as its design framework. The sample consists of 26 third-grade students who participated in a session program centered on Andean tales; 26 parents who were interviewed to understand their sociocultural context in relation to the topic; and 5 grandparents and one yachaq (Andean wise person), who actively took part in the sessions and were also interviewed. In total, 58 participants were involved in the study. The data collected through interviews show that parents recognize the significance of cultural identity and attempt to pass it on within the family environment. However, they do not teach the Quechua language and are unaware of the cultural context of the educational institution their children attend. Within this framework, the implementation of sessions based on Andean stories achieved its goal, as the students were able to identify with the tales, seeing them as an authentic expression of their cultural identity. Keywords: revitalization, Andean tales, cultural identity, Educational strategy.

Pisiyachisqa Kay hatun maskhayqa qhawarikun yuyaymanay, ancha kikinkuq allinkayninku ñawpaq kawsayninkumanta pacha sumaq chaninchakuyniyuq sulk’a wawakunaq qallariy yachaywasimanta. Kuraq munayninqa ñan hatarichiymi oq allipunay yachachinapaq sulk’a wawakunaman kinsa ñeqepi Bernabé Cobo sapanchasqa yachaywasipi, tarikusqa San Jerónimo llaqtapi, Qosoq suyupi. Kay hatun maskhayqa hap’ikun allin chaninchasqamanta, mainin purina maskhay ñan, hatun maskhay hatarichikusqanpi hina. Qhawarichikuyninqa 26 yachaqekunan kinsa ñeqemanta; paykuna mink’akusqakuna ñawpaqmanta willakuykunapi; 26 mamatataykuna, tapurikusqapi kayninku kikinku kawsayninkupi riqch’arisqaman kay rimapakusqaman hina; chaymantaqa 5 hatun mamataytakuna oq yachaqpuwan, paykuna mink’akusqa alliallimanta llank’aranku kay sapanka huñunakuykunapi, kaqmanta tapurikusqakuna. Llapanpiqa 58 runakunan llank’aranku kay hatun maskhaypiqa. Imaymana tariykunaqa qhawarichikunku mamataytakunaq sonqonkupi ñawpaq kayninkuta allinmanta waqaychasqankuta chay rayku yapamanta hatarichiyta atipanakunku. Ichaqa, manan qheswa simita yachachinkuchu chaymantaqa nitaq wawankuq yachaywasinkuq kawsaynintapas reqsenkutaqchu. Chay hina kaspaqa, ñawpaq willakuykuna hatarichiyqa hunt’achinmi maskhakusqata, wawakunaq wasapachisqanku kutirispa reqsenakuyninkupi chaymantaqa kikinku qhawariqtinku askha ñawpaq kawsaykunapi suyunchismanta, chayman qatispaqa kicharikun oq ñan willarikuspa ñawpaq kawsayta simi simipi apaykachaspa. Chanin rimaykuna: ñawpaq willakuykuna, kikinniyuq sonqo, waqmanta kawsarichiy.