Bibliographic citations
Bustinza, J., Quispe, O. (2024). Calendario Agrofestivo de la Crianza de la Papa en el Proceso Educativo de los Niños y las Niñas de 4°, 5° y 6° de una Escuela Primaria del Cusco [Asociación Pukllasunchis]. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/132
Bustinza, J., Quispe, O. Calendario Agrofestivo de la Crianza de la Papa en el Proceso Educativo de los Niños y las Niñas de 4°, 5° y 6° de una Escuela Primaria del Cusco []. PE: Asociación Pukllasunchis; 2024. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/132
@misc{renati/816426,
title = "Calendario Agrofestivo de la Crianza de la Papa en el Proceso Educativo de los Niños y las Niñas de 4°, 5° y 6° de una Escuela Primaria del Cusco",
author = "Quispe Ovalle, Olga",
publisher = "Asociación Pukllasunchis",
year = "2024"
}
Pisi rimallapi Kay k`uskikuy yachay rimanmi Simataucca llaqtapi papa uywaymanta, calendario agrofestivo nisqapi, chaymi iskay simipi educación intercultural nisqapi primaria nisqapi. Kay k`uskikuypa aypaynimi ,rurariy huq calendario agrofestivo nisqa kay recurso educativo hina kanampaq, chaynapi papa uyway yachaywan tinkuchinapaq, qari warmakunapa, warmi warmakunapa yachaynimpi, tawa kaq, pichqa kaq hinaspa suqta kaq t`aqakunapi I.E. No. 50920 Multigrado EIB, Simataucca yachay chakra Ayllunkumantapacha. Kay llamk`ayta ackhuykunanpaqmi, investigación cualitativa nisqata llank`arikun, tipo etnográfico descriptivo nisqa ruwakurqa; Willakuy huñunapaqmi, yachaysapakunaman, mamakunaman, yachachiqkunaman, wakin yachakuqkunamanpas entrevistas semiestructuradas nisqakunata churarqayku. Kay k`uskikuy llank`ayqa kay tukupaykunatam qawarichin: 1 kaq tukupaypim qawarichinku simataucca aylluqa achka yachayniyuq, yachayniyuq kasqankuta, chaykunatam puririchinku pachamama willarisqanma hina, pakasqa kayninkunawan, pisi pisimantam qipa wiñaykuna qunqachkanku. Iskay kaq tukupayqa calendario agrofestivo nisqatam qawarichin huk yanapakuy hina, chaymi manan yachaykunata waqaychanallapaqchu tarikun, aswanqa huk importante valor pedagógico nisqayuqmi IE nisqawan hukllawakuspanku, yachakuqkuna yachaykunawan tinkuchisqa kanku yachayninku pedagógico nisqamanta, chaynallataqmi yanapam mayqin yachachiqtapas Astawan yachanankupaq ayllunkumantapacha, ichaqa calendario agrofestivo nisqamanta pacha paqarichikunman sesion de aprendizaje nisqa kunata. Kimsa kaq tukupayqa karqan ancha riqsisqa yachaymi, chaymi yachakuqkunapa ñawpaqmantaraq yachayniyuq kanku, huk yachaymanta, manan sasachu paykunapaq hamut’anankupaq hinaspa tinkunankupaq chay musuq willakuykunawan, chaykunatam paykunaman qawachinku calendario nisqawan, kay yachay puriyqa qawarisqam karqa participación activa nisqa. yachakukkuna. Huk ladumantaq, sapa tema ruwaspa, hinallataq tukukuy rurunkunata rikuchispa, yachakuqkuna kusikuy rikuchisqankupi rikukun.
Astract The present investigation deals with the agrofestive calendar of potato raisin in the Simataucca community as part of bilingual intercultural education in primary education. The fundamental objective of this research is to propose the agro-holiday calendar as an educational resource to link the wisdom of raising potatoes in the educational process of boys and girls in the fourth, fifth and sixth grades of the I.E. No. 50920 Multigrade EIB, Simataucca Farming Community. For the approach of this work, qualitative research of a descriptive ethnographic type was carried out; For data collection, semi-structured interviews were applied to the wise, mothers, teachers and some students. The investigation presents the following conclusions: in conclusion 1 they indicate that the Simataucca community has a wealth of wisdom and knowledge that are guided by the signs and secrets of nature, they are gradually being forgotten by the new generations. The second conclusion presents the agrofestive calendar as a tool that not only serves to keep records and knowledge, but also has an important pedagogical value when integrating an IE, students are linked to knowledge from their pedagogical learning, it also helps any teacher to learn more about the context, you can also use the agrofestivo calendar as a guide and resource to prepare the learning sessions. The third conclusion was significant learning, that is, students have prior knowledge about a subject, it is easier for them to understand and connect with the new information that is presented to them through the calendar, this learning process was observed with active participation. of the students. On the other hand, it is evidenced in the expressed joys of the students when developing each topic and also when presenting their final products. Keywords: Intercultural Bilingual Education (EIB), indigenous knowledge, potato breeding.
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