Estrategias didácticas para la revitalización de la lengua quechua en niños y niñas de 5 años de educación inicial EIB del distrito de Huatasani-Puno, 2024
Fecha
2025
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Universidad Antonio Ruiz de Montoya
Resumen
El presente trabajo de investigación se titula “Estrategias didácticas para la revitalización de la lengua quechua en niños y niñas de 5 años de Educación Inicial EIB del distrito de Huatasani-Puno, 2024”. Los objetivos fueron: evaluar las estrategias didácticas empleadas por los docentes para revitalizar el quechua en estudiantes de inicial e identificar las estrategias que promueven el uso de la lengua en el aula. El enfoque es cualitativo, de tipo descriptivo y con rasgos exploratorios; se adopta la etnometodología para comprender las prácticas y significados que docentes, estudiantes y familias atribuyen al uso del quechua. El escenario del estudio es la I.E.I. Intercultural Bilingüe “Santa Rosa de Huatasani” (Puno). Se utilizaron como técnicas e instrumentos la entrevista semiestructurada, la observación participativa y el análisis de archivos visuales (guía de entrevista y ficha de análisis); la información se procesó con análisis artesanal, codificación abierta y triangulación. La población estuvo conformada por docentes bilingües y niños y niñas de cinco años, con muestreo intencional por conveniencia al circunscribirse a una institución. Los resultados muestran que la incorporación de juegos interculturales, narraciones bilingües y canciones en quechua en las sesiones adopta la forma de estrategias didácticas integradas a rutinas y materiales del aula; la relación con la revitalización es positiva, pues estas prácticas promueven participación, comprensión y producción oral, refuerzan la valoración del idioma y articulan escuela–familia–comunidad; no obstante, se reporta una aplicación esporádica en algunos casos, lo que sugiere la necesidad de mayor regularidad.
The present research work is entitled “Didactic strategies for the revitalization of the Quechua language in 5-year-old children of EIB Initial Education in the district of Huatasani-Puno, 2024”. The objectives were: to evaluate the didactic strategies used by teachers to revitalize Quechua in pre-school students and to identify the strategies that promote the use of the language in the classroom. The approach is qualitative, descriptive and exploratory; ethnomethodology is adopted to understand the practices and meanings that teachers, students and families attribute to the use of Quechua. The setting of the study is the Intercultural Bilingual School “Santa Rosa de Huatasani” (Puno). Semi-structured interviews, participatory observation and analysis of visual files (interview guide and analysis sheet) were used as techniques and instruments; the information was processed with handmade analysis, open coding and triangulation. The population consisted of bilingual teachers and five-year-old boys and girls, with intentional sampling by convenience because it was limited to one institution. The results show that the incorporation of intercultural games, bilingual narrations and songs in Quechua in the sessions takes the form of didactic strategies integrated into classroom routines and materials; the relationship with revitalization is positive, since these practices promote participation, comprehension and oral production, reinforce the value of the language and articulate school-family-community; however, a sporadic application is reported in some cases, which suggests the need for greater regularity.
The present research work is entitled “Didactic strategies for the revitalization of the Quechua language in 5-year-old children of EIB Initial Education in the district of Huatasani-Puno, 2024”. The objectives were: to evaluate the didactic strategies used by teachers to revitalize Quechua in pre-school students and to identify the strategies that promote the use of the language in the classroom. The approach is qualitative, descriptive and exploratory; ethnomethodology is adopted to understand the practices and meanings that teachers, students and families attribute to the use of Quechua. The setting of the study is the Intercultural Bilingual School “Santa Rosa de Huatasani” (Puno). Semi-structured interviews, participatory observation and analysis of visual files (interview guide and analysis sheet) were used as techniques and instruments; the information was processed with handmade analysis, open coding and triangulation. The population consisted of bilingual teachers and five-year-old boys and girls, with intentional sampling by convenience because it was limited to one institution. The results show that the incorporation of intercultural games, bilingual narrations and songs in Quechua in the sessions takes the form of didactic strategies integrated into classroom routines and materials; the relationship with revitalization is positive, since these practices promote participation, comprehension and oral production, reinforce the value of the language and articulate school-family-community; however, a sporadic application is reported in some cases, which suggests the need for greater regularity.
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Palabras clave
Educación Intercultural Bilingüe, Estrategias didácticas, Revitalización lingüística, Quechua
Citación
Panuera, T. (2025). Estrategias didácticas para la revitalización de la lengua quechua en niños y niñas de 5 años de educación inicial EIB del distrito de Huatasani-Puno, 2024 [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. https://hdl.handle.net/20.500.12833/2845
