Citas bibligráficas
Aparicio, Y., Conza, L. (2024). Integración de la Sabiduría Ancestral en la curación de huesos, a través de las plantas medicinales (tullu hampinapaq) en el proceso educativo [Asociación Pukllasunchis]. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/117
Aparicio, Y., Conza, L. Integración de la Sabiduría Ancestral en la curación de huesos, a través de las plantas medicinales (tullu hampinapaq) en el proceso educativo []. PE: Asociación Pukllasunchis; 2024. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/117
@misc{renati/816412,
title = "Integración de la Sabiduría Ancestral en la curación de huesos, a través de las plantas medicinales (tullu hampinapaq) en el proceso educativo",
author = "Conza Pezo, Luz Mery",
publisher = "Asociación Pukllasunchis",
year = "2024"
}
Pisi rimayllapi willasayki Kay llank´ayqa tullu hampiymanta qurakunawan kaykunata llanllarinapaq mana kay yachaykuna chinkanampaq llapallan irqikunapi yachay wasi ukhupi San Martin de Porres yachay wasi llaqtapi kayqa rurarikuchkan yachay wasi ukhupi karinampaq, yachachiqkuna yachanankupaq yachayninku ukhupi churarinankupaq llaqtankumanta pacha yacharinankupaq. Kay llank´ayqa rurarikun yachaq yachayniwan rap´ikunamanta tullu hampiymanta hinallataqmi kay llank´ariyqa rurarikun runakunaq parlarikusqanmanta, yachaqwan rimarikusqanmanta hinaqa aypayninqa kachkan huk rurayriykunata llank´aykuna rurarikunampaq yachay wasi ukhupi irqikunawan, hinaspapas yachachiqkunapaq yanaparinampaq irqikunata kay yachaymanta pacha. Hinaspataqmi kay llank´ariypaqqa rurarikuran puriykuna rimariykuna yachaqwan, tayta mamakunawan hinaspapas irqikunawan parlay, chaymi chayariyku huk sumaq aypayman achka irqikunan yachanku, riqsirinku kay yachaymanta hampi qurakunawan hampisqanmanta yachaytapas, hinaspapas riqsirinkum yachaqta, chaymi riqsinku qurakunaq allin rurayninmanta, chaymi riqsirinkupas imaynatas hampikun, imaynatas ch´akin, imakunas haykun kay hampiman, imaynatas qurakunata pallarikun hampiynin kama. Llapallan llank´ayqa rurarikuran huk sumaq ruraypin qurakunaq pallakusqanmanta hasta hampikusqanman pacha( imaynatas tulluta qhawakun, imakunas haykun kay hampiman, qurakuna, muchkuykuna, huk hampikunapas, imaynatas rurarikun kay hampi, imaynatas hampikun, pimantas mañarukunku allin hampinapaq, ima allintas runata kay hampi ruran, imaynatas runa apanakun hampiq yachaqwan, hinaspataqmi imaynatas kay yachay achkaman ch´iqirin chayta hinaqa kaymanta pachan riqsirichiyta munayku kay yachaykuna llaqtankumanta pacha yachanankupaq curriculu uckumanta pacha ch´iqirinampaq kay yachaykuna ñawpaqman puririnampaq hinataqmi allin runa kanankupaq. Chanin rimaykuna: ñawpa yachaykuna, yachay puriykuna, tullu hampiy, yachay ruraykuna.
Abstract The research work on bone healing (tullu hampinapaq) through medicinal plants to strengthen cultural practices and ancestral knowledge in girls and boys of the fifth and sixth grade of the educational institution 50345 San Martin de Porres in the province and district of Paruro, Cusco region was done in order to collect ancestral knowledge about bone healing and medicinal plants so that this knowledge is present in their learning that is appropriate to their local knowledge. This work was carried out with the contribution of the knowledgeable sage about the healing plants of bone healing, also this research was conducted with a narrative and qualitative character which has the general objective of proposing educational strategies to integrate the ancestral wisdom of bone dislocation healing (tullu hampinapaq) to the educational process of the children of fifth and sixth grade. Likewise, in order to carry out this research, interviews were conducted with the wise woman, parents, and children in this context. We have come to the conclusion that most of the students know the sage and the different healing plants and their properties for bone dislocation, in addition, they know other wise women who heal bones. The children know the healing process of bone dislocation such as the collection of plants, the drying, the preparation process until the healing process. Keywords: ancestral knowledge, educational process, bone healing, educational strategies.
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