Bibliographic citations
Huaman, R., (2024). Saberes ancestrales de las plantas medicinales para la implementación de un jardín botánico con estudiantes de primaria en una escuela rural del distrito de Chinchero, Urubamba, Cusco [Asociación Pukllasunchis]. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/150
Huaman, R., Saberes ancestrales de las plantas medicinales para la implementación de un jardín botánico con estudiantes de primaria en una escuela rural del distrito de Chinchero, Urubamba, Cusco []. PE: Asociación Pukllasunchis; 2024. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/150
@misc{renati/816379,
title = "Saberes ancestrales de las plantas medicinales para la implementación de un jardín botánico con estudiantes de primaria en una escuela rural del distrito de Chinchero, Urubamba, Cusco",
author = "Huaman Yucra, Rosaura",
publisher = "Asociación Pukllasunchis",
year = "2024"
}
Pisi rimayllapi willasayki Kay llank´ay k´uskirimusqayqa qhawarisqa kachkan, ñawpa yachaykunamanta, aswantaqa hampi qurakunawan hampirikuymanta, imaynatachus wawakuna kay pachapi aswantaraq yachaywasinkupi mat´iparimuchkanku chaymanta. Chaypaqtaqmi allinta llapan wawakunawan, yachaywasi umalliqwan, yachayniyuqkunawan ima huk nisqalla llank´arinaykupaq rimarimurqani. Chay llank´ayqa enfoque cualitativo nisqapi llank´arirqurqan kaq diseño etnográfico hinallataq diseño descriptivo narrativo nisqapuwan, sapanka llank´aykunata qayllallamanta riqsirichinay rayku. Chay llank´ay ñawpaqman puririnanpaqqa yachay wasipi erqekunawan rimanakuykunata, tapurikuykunata ima aparirqani. Hinallataq sesión de aprendizaje nisqakunata rurarqani llank´arinaypaq, chaymantapas yachay wasi ukhupi hampi qurakuna uyway paqarichinapaq ima llank´aykunas llank´arikunman chayta. Qhawarirqallanitaq imakunawansi huq patara hampi qurakunamanta kamarikunman chayta. Qallarirquntaqmi wawakunawan huñanakuy, paykunata allinta riqsirinaypaq, kaqllataq qurakuna huñuywan, chay ayllupi ima qurakunas tarirqun chay yacharinapaq, hinallataq yachaywasiman chay hampikuna uywana ukhuman apakamurqan. Yachaykamaqniyuqkunawan, kapllataq tayta mamakunawan huñunakuykuna aparirqurqan sapanka hampiqurakuna ima unquykunapaqsi, imaynatas upyana, chaykuna yacharinapaq. Kaqllatataq foto nisqata hurqurqani, wawakunawan kuska lliw yachaykuna k´uskisqaykuta huñurqani hampi qurakunamanta patara paqarichinaykupaq. Llapan llank´arisqaywanmi ñuqa niyman, yachay wasipi wawakunaqa p´ititankumanta yupsispa llank´ayta munanku, imaraykuchus paykunaqa ruwaspanku usqhayta yachanku, chaqrapi ima llank´aspanku, chaypitaqmi q´imirillankutaq yachaykamayuqkuna yachayninkuta yacharichispanku. Tayta mamakunawan huñunarikusqaymi aswantaraq mat´ipariwan yachayniyman. Yachay wasipi irqikunaqa llaqtankumanta, ayllunku ukhupi kawsayninkumanta llank´aykunawan yacharichikuqtinmi allinta yacharinku. K´uskiykuna k´uskirisqankuwantaqmi musuq yachaykuna paykunapi riqch´arin. Kaqllataqmi, paykunaq yullayninkuqa sapankankuq wasinkupi hampi qurakunata uywarinankupaq. Maymanpas chay yullaywanmi puririnku, proyecto nisqakunata kamarispanku allinta kawsayninkuta saphichanankupaq.
Abstract The present research study aims to strengthen the ancestral knowledge of medicinal plants in the learning of students. For this, I coordinated and planned different activities together with the students and hand in hand with the wise people of the community. The research uses a qualitative approach with an ethnographic and descriptive narrative design with the objective of showing the most relevant aspects of each process of the project. The instruments that I applied were socializations with students, learning sessions, interviews with wise women and students, work plan, registration information tables, photos, technical designs and field notebook. In which I developed activities such as getting to know the students, knowing the place where medicinal plants live and the varieties that exist in the community and collecting plants to grow in the botanical garden that we built jointly within the school. Conduct interviews with the wise woman and knowledgeable people about the properties and uses of the plants through field trips in the company of the wise woman. Finally, prepare a herbalist based on all the information collected, where each plant is made known with its respective descriptions, the diseases that can prevent or cure them and the way to apply them. The results show that boys and girls love to work and in a different way, the construction of the botanical garden made me clearly understand that they learn from doing, whether in the farm or in other spaces and that the wise women fulfill a role of teacher when transmitting their knowledge. In particular, the huñunakuy with the mothers strengthened my personal development. I conclude that the research strategy helped the students acquire new skills and using technology encouraged them to work with great enthusiasm and creativity since what they learned will be useful in their lives. Students learn efficiently, putting their culture into practice. Likewise, they felt motivated to raise medicinal plants in their home gardens. And, the most shocking thing was that they go to other spaces with that mentality of creating projects that strengthen their culture. Keywords: Bilingual Intercultural Education, ancestral knowledge, medicinal plants, learning, botanical garden and herbalist.
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