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

Abstract

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.