Strengthening Zenú narratives and lyrics through digitization in school and community contexts

Abstract

Oral tradition is fundamental to the cultural identity of the Zenú people; however, the progressive loss of this knowledge has been evident in school settings, which, according to consulted background information and diagnostic evidence, originates from the poor articulation between school and community, resulting in: students distanced from their roots, from ancestral knowledge that has given meaning to the territory and their worldview. Therefore, the objective was to safeguard the Zenú oral tradition through the digitization of narratives and lyrics in cultural encounters between elders and 5th-grade students at the Alianza Educational Institution. The study was developed using a qualitative approach, employing Participatory Action Research (PAR), allowing for the active participation of students and elders. Interviews, workshops, and digital portfolios in podcast format on the SoundCloud platform were used to record traditional narratives and lyrics. The results show a greater recognition of Zenú culture among students, strengthening their sense of belonging and fostering dialogue among different forms of knowledge. The use of digital tools facilitated interest in and understanding of cultural content, leading to the conclusion that integrating ancestral knowledge and digital technologies promotes the preservation of Zenú intangible heritage and contributes to a relevant, inclusive, and intercultural education.