Bibliographic citations
Siancas, C., (2020). Estrategias pedagógicas de la educación intercultural bilingüe aplicadas por los docentes y la revitalización de la identidad cultural y lengua materna de los niños y niñas de 3, 4 y 5 años en una I.E.I. P. de la Provincia de Grau, Región Apurímac [Universidad Antonio Ruiz de Montoya]. https://hdl.handle.net/20.500.12833/2216
Siancas, C., Estrategias pedagógicas de la educación intercultural bilingüe aplicadas por los docentes y la revitalización de la identidad cultural y lengua materna de los niños y niñas de 3, 4 y 5 años en una I.E.I. P. de la Provincia de Grau, Región Apurímac []. PE: Universidad Antonio Ruiz de Montoya; 2020. https://hdl.handle.net/20.500.12833/2216
@misc{renati/1009066,
title = "Estrategias pedagógicas de la educación intercultural bilingüe aplicadas por los docentes y la revitalización de la identidad cultural y lengua materna de los niños y niñas de 3, 4 y 5 años en una I.E.I. P. de la Provincia de Grau, Región Apurímac",
author = "Siancas Ccañahua, Cleofe",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2020"
}
The present work aims to explain the pedagogical strategies of Intercultural Bilingual Education (EIB) applied by teachers contribute to the revitalization of cultural identity and mother tongue. In which, some of the EIB strategies that teachers apply in order to revitalize, assess the ancestral knowledge and the language of the students are identified and described. This research is a case study, with a qualitative, descriptive, exploratory and ethnographic approach. Likewise, for the development of this study, three instruments were used: observation guide, interview and data triangulation applied to the three initial level teachers. Which helped in the collection of data and information so that its execution was possible. Afterwards, the information that was collected for interpretation and analysis was transcribed.In this way, it was concluded that the pedagogical strategies of the EIB applied by teachers are important in the revitalization of cultural identity and mother tongue, because it encourages the valuation of and the identification of ancestral knowledge. In addition, in the academic performance of students, since this allows boys and girls to develop cognitive, linguistic and social skills. Therefore, a teaching that starts from the community's own knowledge is fundamental for their self-esteem, identity and student learning.
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