Estrategias didácticas para el desarrollo de la competencia cultural mediante el folclor literario: refranes, frases y bombas
Fecha
2024-10-01
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Campos Murillo, María Gabriela
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La investigación Estrategias didácticas para el desarrollo de la competencia cultural mediante el folclor literario: refranes, frases y bombas, enfocada en la zona azul costarricense, la península de Nicoya, Guanacaste, planteó propuestas para la adquisición de la cultura meta (C2) y el desarrollo de una inteligencia o competencia cultural que, mediante la asociación estudiante y C2, generó un aprendizaje significativo y con ello una praxis pedagógica cultural transformadora vinculada con los aprendizajes, lo cual logró la creación de nuevos espacios de comprensión cultural. Las estrategias didácticas se distribuyeron en cinco unidades, cuyos ejes temáticos corresponden a los investigados por Dan Buettner; de tal manera, el refrán se estudió en tres unidades, cada una con un tema particular asociado a las zonas azules: la comida, sus prácticas culinarias y herencias indígenas; el rezar y cómo las manifestaciones religiosas vinculan a las personas con sus ancestros y descendientes en una mezcla de tradición, fe y esperanza, manifestados a través de festejos, bailes y comida; la tercera unidad aborda el cuidado de la tierra donde nacimos y que nos alimenta, el cuidado de los animales que generan fuentes de trabajo y el cuidado de la familia, círculo de apoyo. En la cuarta unidad, se estudiaron las bombas y el ¡güipipía!, grito del sabanero, reflejo de la tierra que ha cuidado y que lo vio nacer, y su figura, memoria de un pueblo que sobrevive por centurias. La última unidad, con la frase por estudio, fue el cierre del aprendizaje, donde el baile, la comida, las bombas y el grito del sabanero confluyen en un ágape que muestra la vinculación y la vivencia de la C2, a través de la fraternidad y el sentido de comunidad. Partiendo de lo anterior, mediante estrategias didácticas y una pedagogía transformadora, se logró potenciar el desarrollo y la práctica de seis destrezas: comprensión auditiva y lectora, expresión oral y escrita, comprensión cultural y expresión de la inteligencia cultural, desde la empatía y la inclusión de la riqueza cultural de la zona azul de Costa Rica, la Península de Nicoya en Guanacaste; para ello se crearon espacios de reflexión donde el estudiantado logró un aprendizaje significativo de los conocimientos estudiados, herencias chorotega y colonial de un pueblo que vive centenariamente.
The research: Estrategias didácticas para el desarrollo de la competencia cultural mediante el folclor literario: refranes, frases y bombas (Didactic strategies for the development of cultural competence through literary folklore: proverbs, phrases and verse), focused on the Costa Rican blue zone, the Nicoya Península, Guanacaste, seeks to create spaces for the acquisition of the target culture (C2) and the development of a cultural intelligence or competence that, through the student-C2 linkage, generates significant learning and with it a transforming cultural pedagogical praxis that consolidates it to achieve linkages and learning that create new spaces of cultural understanding. The didactic strategies were distributed in five units, whose thematic axes correspond to those investigated by Dan Buettner; thus, the proverb was studied in three units, each with a particular theme associated with the blue zones: food, its culinary practices and indigenous heritages; prayer and how religious manifestations relate people to their ancestors and descendants in a mixture of tradition, faith and hope, manifested through festivities, dances and food; the third unit deals with the care of the land where we were born and that feeds us, the care of animals that generate sources of work, and the care of the family, circle of support. In the fourth unit, we studied the "bombas" (the verse) and the "¡güipipía", the shout of the "sabanero" (the plainsman), a reflection of the land he has cared for and that saw his birth, and his figure, the memory of a people that survives for centuries. The last unit, with the phrase for study, was the closing of the learning process, where the dance, the food, the verse and the shout of the "sabanero" converge in an agape that shows the link and the experience of the C2 through fraternity and the sense of cultural community. Based on the above, through didactic strategies and a transformative pedagogy, it was possible to enhance the development and practice of six skills: listening and reading comprehension, oral and written expression, cultural understanding and expression of cultural intelligence, from empathy and inclusion of the cultural richness of the blue zone of Costa Rica, the Nicoya Península in Guanacaste; for this, spaces for reflection were xii created where the students achieved a significant learning of the knowledge studied, Chorotega and colonial heritage of a people that lives for centuries.
The research: Estrategias didácticas para el desarrollo de la competencia cultural mediante el folclor literario: refranes, frases y bombas (Didactic strategies for the development of cultural competence through literary folklore: proverbs, phrases and verse), focused on the Costa Rican blue zone, the Nicoya Península, Guanacaste, seeks to create spaces for the acquisition of the target culture (C2) and the development of a cultural intelligence or competence that, through the student-C2 linkage, generates significant learning and with it a transforming cultural pedagogical praxis that consolidates it to achieve linkages and learning that create new spaces of cultural understanding. The didactic strategies were distributed in five units, whose thematic axes correspond to those investigated by Dan Buettner; thus, the proverb was studied in three units, each with a particular theme associated with the blue zones: food, its culinary practices and indigenous heritages; prayer and how religious manifestations relate people to their ancestors and descendants in a mixture of tradition, faith and hope, manifested through festivities, dances and food; the third unit deals with the care of the land where we were born and that feeds us, the care of animals that generate sources of work, and the care of the family, circle of support. In the fourth unit, we studied the "bombas" (the verse) and the "¡güipipía", the shout of the "sabanero" (the plainsman), a reflection of the land he has cared for and that saw his birth, and his figure, the memory of a people that survives for centuries. The last unit, with the phrase for study, was the closing of the learning process, where the dance, the food, the verse and the shout of the "sabanero" converge in an agape that shows the link and the experience of the C2 through fraternity and the sense of cultural community. Based on the above, through didactic strategies and a transformative pedagogy, it was possible to enhance the development and practice of six skills: listening and reading comprehension, oral and written expression, cultural understanding and expression of cultural intelligence, from empathy and inclusion of the cultural richness of the blue zone of Costa Rica, the Nicoya Península in Guanacaste; for this, spaces for reflection were xii created where the students achieved a significant learning of the knowledge studied, Chorotega and colonial heritage of a people that lives for centuries.