Axiological component - transversal link for the consolidation of cultural

identity in preschool environments

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Componente axiologico lazo transversal para la consolidación de la identidad cultural

en ambientes preescolares

Andrea del socorro Inampues Aguirre

José Libio Ortega Guerrero

Introduction

This research proposes to carry out playful-pedagogical workshops oriented to the

rescue of traditional components representative of the indigenous culture of the

Pastos, focused on the type of qualitative research and the critical social approach

immersed in the methodological framework, also, the strengthening of artistic

manifestations such as painting and dance is worked, allowing to improve the

knowledge and respect of their culture, thus complementing the curricular knowledge

through the practice of values, seeking to motivate the experience of their own wisdom,

identity and respect for the cultural diversity present in the context, achieving an

approach to conceptions of culture, identity, values, territory, pedagogy and

traditional games as part of their reality and cultural history from the perspective of

early childhood, through which scenarios are designed that allow the construction of

the infant as a being in permanent development in its dimensions: communicative,

cognitive, socio-affective, aesthetic, corporal, spiritual, resulting in the development

of a being with the capacity of its own sense.

Materials and methods

Taking into account the need to address a methodological component that makes

attitudinal part: "knowing" related to the conceptual field, "knowing how to do" that

concerns the procedural and "knowing how to be" that has to do with the attitudinal

part.

In this sense, the portfolio was assumed as the instrument that, in a detailed, organized

and systematic way, contributed with the execution of playful workshops emphasizing

values so that the children could have access to their own and contextual recognition

in favor of safeguarding their cultural identity.

It is for this reason that its content was framed within a series of activities planned

with a rigorous pedagogical intentionality; taking as main axis, those interactive

playful activities, where student, teacher and context were interrelated to summon

promote assertiveness for decision making that guided the construction and

deconstruction of new knowledge, thus strengthening the communicative exchange,

of meanings, enabling the conformation of these to take place in terms of structuring

and perception of realities.

The interactive playful portfolio was called "Experiences, Values and Roots of the

guagüitas of my region", which was based on conceiving children in an integral way,

taking into account their bio-psycho-socio-socio-cultural-spiritual character,

proposing a work that covered the development dimensions of preschool children,

evidenced in the cognitive, subjective and axiological component; as well as in the

work of construction and elaboration reflected in the multiple proposals that emerged

from the children's perceptions of the cultural component existing in their immediate

context.

Through the implementation of interactive playful workshops, adjusted to the needs

and interests that arose from a diagnostic analysis in each pedagogical scenario where

they intervened; it was taken into account that the classroom was not the only space

for the conformation of their new knowledge constructs in relation to how values

influenced the contextual recognition of roots and traditions that would be an

accumulation of experiences for the conformation of their cultural identity.

The little ones, of the transition grade of the institution Seminario Sede 2 of the city of

Ipiales - Nariño; who participated in a series of activities which were contained in a

playful corner that remained visible to them in their classroom, within it were located

by colors the treasures of the values, discriminated by their respective interactive

project, their description and possible plans of guiding activities.

In the first space of the playful corner a special treasure was arranged, which was

named "I AM A CUTE GUAGUITA", where valuable data of the life of each of the

the inquiry part.

patchwork in our region was used because it highlights our natural landscape as

emblem and tradition, which was materialized in a background of the natural

landscape of our Nariño; where the elaborations of the work proposed by each one of

the children were exposed and made known with respect to the workshops in values

developed in the portfolio. With respect to the value part, the portfolio constituted the

global evaluation part, taking into account the whole process that was carried out from

the initial phase, here not only the teacher's point of view was taken into account, but

Another section of the portfolio that was of great help to teachers and children was the

METHODOLOGICAL PROCESS

Through the implementation of the playful portfolio in values as a methodological

strategy, the development of the proposed activities was carried out, organized in three

phases, which counted with the dynamic participation of the children of the transition

grade of the specific context, guidance teachers, parents and other members of the

to new experiences was highlighted. Thus, the educational agents who participated in

the teaching-learning process were sensitized in order to respond to the above

questions and give way to the conformation of their own life project starting from the

history of their conception up to this moment through which the children were

passing. The development of workshops, outings and integration activities were then

carried out with the purpose of making known the importance of the implementation

of the playful portfolio in values for the strengthening of the cultural identity; the

STAGE 2

ELABORATIVE PHASE - Weaving My Knowledge Playful Workshop (Tapestry of

scraps)

components determinant in the resolution of problematic situations, where the

children intervened by identifying, describing, explaining and predicting what

happens in their surrounding reality, thus propitiating motivating environments full

of sense and meaning, making possible the intervention in favor of strengthening the

STAGE 3

agents to close and determine those commitments with the children, teachers and the

educational community so that the process can be continued in the future with the aim

of conceiving the girls as leading agents in the teaching-learning process.

EDUCATIONAL PROCESS

scenarios which were conceived always thinking of favoring interaction, creating

environment through inquiry, exploration, discovery, hypothesis formulation,

adaptation as well as the applicability of socio-emotional skills reflected in values that

cannot be put off in order to strengthen interaction and validate the proposed object

of study, Therefore, for the planning of these playful pedagogical actions, we took into

account what concerns the equalization of the communicative exchange, taking into

account those socio-affective processes as a motivating preamble for the children to

inquire, elaborate and give account of their knowledge, thus positioning them as

(Patchwork tapestry)

8. Guapeando mi tradición- freedom

Activities:

also expressed that the women of the family had skills for the elaboration of necklaces

which had colorful attributes and which were used in festivities or offered on special

days.

The final part concluded with the proposal for the elaboration of some chaquira

handles; the proposed activity pursued the pretension of awakening in the children the

motivation for the elaboration of a traditional handicraft, which took on true sense and

meaning to the extent that the infants were placed in direct contact with the object of

knowledge to foster their aesthetic abilities and skills, but also to increase their cultural

practices. They were always motivated and expectant at the moment of manipulating

the material. It was also noted that some of them had some experience in threading

and stringing the beads, since in their homes the elaboration of necklaces is a daily

practice. They expressed themselves in the following way: << Go put the thread like

In accordance with the above and in tune with the conceptual statement, traditions

find that which not only makes individuals unique, but also connects them to a

collectivity, is fundamental in early childhood, since it leads to establishing numerous

connections: with oneself, with others, with the context and with culture."

This means that the strategy applied was of great pleasure for the children, positioning

itself as a key tool for the care and preservation of traditions because the practices

carried out meant for the children important resources that helped them to get in

touch with their environment, to know their world, to relate with culture in each of its

manifestations, being in turn a means to creatively express emotions, ideas and

knowledge transmitted through the creation of material or symbolic works that

relevance of their mother tongue. It is possible to contemplate the idea that through

community and a legacy that can be transmitted from the experience in their daily life.

Workshop Name: WEVING MY KNOWLEDGE

Activities:

My sewing family - value respect

Traveling my territory - value appreciation

Despabilando la pacha mama - honesty

Guapeando mi tradición- freedom

It is relevant, the approach of the category Values in the preschool child's work because

as the infant develops in his context, he has the ability to build knowledge through

child's action as a relevant component that contributes to the edification of the

personality and personal value of children from an early age.

Parsons and Kluckhohn state that values "are options among diverse ways of acting

that are a manifestation of the hierarchy in the conception of the world that a subject

or collective has".

Rokeach, points out: "values are a type of beliefs that lead the subject to act in a certain

way; they are beliefs that prescribe human behavior". PADRINO, Moisés. CASTILLO,

Javier (2009)

In this sense, and taking into account the importance of the axiological component for

the realization of a future life project of the students, the development of the activity

surface; phrases like<< on family day I give a gift to my parents because I love them

very much, in my house we make food and give gifts because we have to be good to our

parents, they take care of us a lot, my mom is very pretty so I make her a card to be a

surprise and my dad works very hard so we have to be good to him>> were heard.

It was then, that it was decided to take advantage of the motivation that the children

felt for their filial bond that the theme of the family was inserted from the cultural

roots bringing the tulpa as an expression of family from the ancestors to strengthen

the theme of identity rescuing values such as union, respect and equity among family

members. In this way, the activity my family cositera was framed "THE TULPA" which

from the meaning for the people has a determining conception because it means

warmth, fire, family.

"The family is inserted within a cultural context, of which it represents the basis and

foundation", and that, therefore, it is necessary to strengthen its active role in such

important areas as education, culture and health. This means that the values offered

in these fields should tend to strengthen and complement, and not replace, the

responsible action of the family itself in relation to education; and another, in relation

to its own culture". Generalitat de Catalunya. Departament de Benestar Social (1993),

It is here where a series of guiding questions are asked to the children about what they

think of the family to which they belong, for what reasons they feel affection for their

family, what are the things they most enjoy doing with their family, and what are the

things they most like to do with their family. It can be noticed in their arguments that

children at this age show a great sense of belonging to their family, their parents are

the best model to follow and the moments they enjoy with them are a true gift of life.

Children are very spontaneous in their expressions.

circle around the tulpa, formed by three stones that symbolize the family, which are

mother, father, and children, then he lights the fire with three sticks of firewood, where

flame is high it is because it is happy, it is good news for the family, or it is the arrival

of a special visit. Also, when the flame is low, it means sadness, something will happen

in the family. In the interpretation of the firewood when it is lit and detonates, it means

problems for the family.

performed by our grandparents when their children were born, since their placentas

and umbilical cord, with the navel were buried next to the tulpa, thus ensuring the

place of origin, return and protection against evil spirits and the planting of unity ties.

Taking into account the traditions of the grandparents, the Tulpa is a meeting place

where families gather to strengthen family identity and values that will enable them to

continue walking together and transcendent. Here, advice and guidance for life is

given, as well as where the next day's activities are planned, assigning each family

The aforementioned means that if an individual can identify with some of the cultural

contents of a social group, be it: traditions, customs, values. The very fact that within

a culture or cultural practice there is an awareness of a customary identity, implies that

In the case of the family activity proposed for the children, it could be seen that they

first recognized the value of the family, the roles assumed by each member and they

reflected in the closing part with the realization of a discussion; where the children

shared the knowledge acquired, expressing it through a drawing here the children

through the aesthetic taste and the playful component were able to explain their

perceptions and subjectivities, achieving in their creations the tulpa as that symbol

These factors, then, become clear representatives of a social reality, which is not

directly observable, but explains the consistency and stability in certain behaviors or

attitudes inferred in a defined social context, in different situations from time and

support in situations of insecurity and adversity. In this way it is assumed that cultural

values are represented in the Tulpa, since it is there where wisdom is shared through

grandparents, and now the present generations; it is where they teach, plan and give

advice for life, it is where these cultural values predominate and should predominate:

to value one's own language, respect for the authority it exercises , to love and

experience spirituality, thought and organization ,to visualize the family as that

support network that works in synergy in favor of collective processes should be shown

those attributes that make this institution something sacred; children should visualize

it as the existing preamble to build suitable societies. The family is for infants the

roots to undertake any action that involves their humanity in community from the filial

raise awareness on how they affect the balance or alteration of the environment and

thus generate a notional analysis of the resources we possess and make a contrast of

the evolution that we have had culturally in this regard.

In the activity mentioned below, another important component within the family

consolidation is the rooting towards the elements that mother earth offers; important

means "good morning? The children will answer Allin punchau, for the roll call there

right, "iaku" (water) left," uaira "(wind) in the center, in habit and rule was explained

to them that they are wasikamas which means caretakers of mother earth and their

duty is to take care of the pacha mama.

its influence, the creations will have a drying process and then they will be finished by

means of the burning process, after which they can be used.

Finally, a racing game was played using handmade windmills, the children took one in

their hand and ran in such a way that when the wind hit them, it made the windmills

turn. The children quickly understood that the faster the windmill rolled faster and the

slower it spun, there were even moments when the wind blew stronger and they

stopped running because they understood that the force of the wind was greater and

therefore it was not necessary to run. for the evolution, the closing of the minga of

thought took place, where the children freely expressed what they liked most about the

activity, how they felt, what elements they made with the clay, and finally they made a

creation of what they had experienced during the activity.

DESPAVILANDO LA PACHA MAMA was an activity that positioned the children in a

plane of awareness about care, gratitude for what the natural environment offers us

and the invitation to work for its preservation. The infants were able to closely feel how

the ancestors conceived the natural environment leaving a transcendental footprint

that will be replicated by their voices because it had meaning and significance for them.

At a general level, it can be inscribed as stated by Allport (1975) that "there are three

attributes in an attitudinal factor; the cognitive, which refers to the conscious beliefs

of the individual regarding the object; the emotional, referring to the feeling of

pleasure or displeasure produced by the activation of the attitude, and the behavioral,

which designates the affective actions adopted in response to the attitude". What in

tune with what has been described can be assumed as a conjugation of the dispositions

that the students found when they came into contact with components of their

surrounding environment that are part of their cultural heritage and of which they

make use on a daily basis, but which to this day acquires significant value due to what

was awakened through cultural identity as a transversal bond that communicates,

resignifies and empowers.

From the above, it can be assumed that the workshop and the activities planned

experiences anchoring their previous knowledge to new experiences endowed with

significance that enabled them to give a real reading of the context, reaffirm their

notions and access new constructs from something that identifies them as: their

family, their surrounding environment and the elements that exist in it and that are

part of their vital task.

of the impact of the playful strategy to strengthen the cultural identity in the students

of the transition grade of the Seminary Educational Institution, seat 2 of the city of

Ipiales - Nariño, it can be asserted that it is through this strategy; it was possible to

strengthen the bond of harmony between the educational community, in view of the

aforementioned culture.

In this sense, Vigostky

collective development with the purpose of forming critical and creative people who

Implicaciones educativas de la teoría sociocultural de Vigotsky. Educación, vol. 25, no.

2, September, 2001, pp. 59-65 Universidad de Costa Rica.

Activities:

Tulpa de historias y relatos de vida - courage the truth

La minga del saber - Value of generosity

Bartering - value sharing

Carnavaleando - value equality-equity and justice

ANALYSIS OF RESULTS IN THE CULTURE CATEGORY

interventions with the topics planned for the activities mentioned, using pedagogical

strategies as a scaffolding for the realization of constructs from the transversalization

of values as a central axis for the strengthening of cultural identity in preschool

It is necessary, in the multiple pedagogical scenarios that teachers intervene as