Bibliographic citations
Vargas, C., (2023). Los saberes ancestrales de los padres de familia y su inclusión en los procesos de enseñanza-aprendizaje de los niños y niñas del nivel inicial en el distrito Haquira, provincia Cotabambas - Apurímac [Universidad Antonio Ruiz de Montoya]. http://hdl.handle.net/20.500.12833/2555
Vargas, C., Los saberes ancestrales de los padres de familia y su inclusión en los procesos de enseñanza-aprendizaje de los niños y niñas del nivel inicial en el distrito Haquira, provincia Cotabambas - Apurímac []. PE: Universidad Antonio Ruiz de Montoya; 2023. http://hdl.handle.net/20.500.12833/2555
@misc{renati/1007575,
title = "Los saberes ancestrales de los padres de familia y su inclusión en los procesos de enseñanza-aprendizaje de los niños y niñas del nivel inicial en el distrito Haquira, provincia Cotabambas - Apurímac",
author = "Vargas Limascca, Cintia",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2023"
}
This thesis entitled "The ancestral knowledge of parents and their inclusion in the teaching-learning processes of children of the initial level in the Haquira district, Cotabambas-Apurímac province" had as main objective to explore to what extent teachers of the initial level of the district of Haquira, in the province of Cotabambas, Apurímac region incorporated the ancestral knowledge of the parents in the teaching-learning processes. It was based on a qualitative approach of an exploratory level, also descriptive, of a theoretical-empirical type. For this, we used the interview techniques, observation / participant observation and documentary analysis, in the community of Laupay and in the Educational Institution (IE), between the months of November and December of the year 2019 and in January 2020. The results show that the inclusion of parents' knowledge in the teaching-learning processes at the initial level is minimal. We observe little link between the school and the community. On the one hand, parents have little participation in the teaching-learning processes in the school context; and, on the other hand, the participation of the school in the tasks of the community is almost nil, where the only teacher -since it is a single-teacher school, fulfills multiple functions.
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