Bibliographic citations
Aroni, R., Quispe, W. (2024). Fortalecimiento de la Identidad Cultural con la Danza Sacsampillu a través de un Proyecto de Aprendizaje [Asociación Pukllasunchis]. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/136
Aroni, R., Quispe, W. Fortalecimiento de la Identidad Cultural con la Danza Sacsampillu a través de un Proyecto de Aprendizaje []. PE: Asociación Pukllasunchis; 2024. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/136
@misc{renati/816390,
title = "Fortalecimiento de la Identidad Cultural con la Danza Sacsampillu a través de un Proyecto de Aprendizaje",
author = "Quispe Chino, Walberto",
publisher = "Asociación Pukllasunchis",
year = "2024"
}
Pisi rimayllapi willasayki Ñawpa yachaykunata yachay wasiman qatichiyqa allinmi, yachayninchichkuna allinta wiñananpaq. Hinapas wawakunaq yachachinanku kawsasqankumata pacha allin yuyaysape wiñarinankupaq. Chaypaqmi munayku saminchayta huq proyecto de aprendizaje nisqata. Kay qilqa ruwakuran metodología cualitativa nisqamanta, hinallataq etnografico, investigación acción participativa nisqapuwan. Yachaykuna huñumunapaqtaq runakunata tapumurayku, chaypaq tapukuykuna ñawpaqta qilkakuran. Hinallataq rirayku qhawamuq allukunawan kuskachakuspa chaykunata video, foto nisqapi waqaycharayku. Racchi Ayllupaqa imaymana yachaykuna, ñawpa yachaykuna kan, hichaqa chaykuna kuna p’unchawkuna manaña rikhutinñachu. Runakunan manaña yuyaychankuñachu chayrankun llipin ñawpa taytanchichkunapa yachayninkuna qunqakapuchkan. Chaypaqmi ñuqayku llipin yachaykunata sacsampillu tusuymanta uqarimurayku, chay imaynachus tusukun, imapaqchus tususkun chaykunata proyecto de aprendizaje nisqapi, yachay wasipi irqikunapan riqsichinaykupaq, imaraykuchus chay tusuyqa ayllunchikpa kawsayninmi. Maskaspa, nuqayku tarimurayku imaymanata chay tusuymanta. Kasqa ñawpa watakunamantaraq antasaya ayllupa tusuynunmi kasqa. Paykunan tususqaku inka suyu ayllu Chanca suyuwan maqanakusqampi. Chaymanta pachata chay tususyqa maqanakuy tusuy nisqa sutichakapun. Kunanñataq kay religión nisqawan kay ayllupi mamacha asunta samichanapaq tukurun, hinallataq ayllupi maqanakuykunata chay tusuyman aparunku chay ukhupi alcharunankupaq. Hinallataq, takiyninqa ayllupa tukanankunanwan sumaqata kinray pituta, bumbuta, tarulata huqkunatawan waqachiranku. P’achankupas qumir q’aytumanta imayamanta wayatakuna sirasqa. Hinallataq tusuy ukhupi puriypas virgen asuntapaq saminchay. Chay tususymi chunka pisqayuq qhapaq sitwa killapi sapa wata tusukun. Chay yachaykunata yachaspaykun huq proyecto de aprendizaje nisqata ruwarirayku, irqikunaman tawakaq t’aqapi yachachinaykupaq. Wakin área nisqakunapi chay yachaykuna t’aqakunran mama rapi currículo nacional nkamachikusqanma hina. Tukunapaqñataq irqikunawan kuchka tusukuran, chaypaqqa imaymanta chay tususymanta, kapural, pabluchakuna, imaynachus paqarisqanmanta ima yachakuranña. Hinallataq infografía nisqa ruwakuran sacsampillu tusuymanta. Chaykunata ruwaspa, yachachispa irqikunata tapurikurayku, imaynatachus paykuna samincharinku. Ichaqa chaypin niranku allinmi chay yuyaykunamanta yachayqa nispa. Hinqa riqsirayku allinmi chay yachaykuna chaychay wasipi yachachikunan mana chinkanampaq.
Abstract The incorporation of local knowledge in schools is essential to strengthen the cultural identity and development of boys and girls based on significant situations in their context. Therefore, the objective of this research was; propose a pedagogical strategy to strengthen cultural identity through sacsampillu dance. That is, propose a learning project. This thesis was carried out from the qualitative, ethnographic and participatory action research methodology. For the collection of information, the interview with the respective interview guides and the participatory observations that were saved in videos and photos were applied as a technique. The Rachi Ayllu community is a community that has a lot of cultural knowledge that is being overshadowed more and more, this causes everything related to the cultural practices of our peoples to be forgotten. So we collect information about the sacsampillu dance to be able to show the meaning of this dance through a learning project with the respective class sessions and apply with the children of our applicable population to be able to raise awareness that this dance is fundamental to the community. In which we find that this dance was the oldest of a society called Antasayas that they used in the war of the Incas against the Chancas and that now with the secrecy of the community it has become a ritualistic act for the devotion of the assumed virgin with the incorporation of solving problems of the community members. In addition, it has music sung with instruments from the area that are kinray pitu, bass drum, tarola and others. The clothing today is all green with colors and embroidery. The choreography refers to the assumed virgin. It is danced mainly on the festivity on August 15 of every year. Knowing all this, a learning project was carried out to be able to incorporate and show the fourth grade children that our chosen population was to apply in class sessions in different areas, respecting the structure of the Ministry of Education within the competences and capacities of the national curriculum. Finally, the practice of this dance was carried out with the boys and girls of the chosen population. Already knowing the stages of this dance and the members as alferado, kapural, dancers and the pabluchas. In addition, a final infographic of the sacsampillu dance was made. In addition, at the end of everything, a final evaluation was collected to find out the feelings, impressions and opinions of the children about dance with a high percentage that it is possible to strengthen the cultural identity of a community from school. Keywords: Bilingual Intercultural Education, ancestral knowledge, dance.
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