Strengthening school coexistence through ancestral knowledge

Abstract

The general objective of this research project is to strengthen the school coexistence of the students of the Jaime Roock Educational Institution, El Caimito, rural area of the district of Buenaventura, through a pedagogical strategy based on ancestral knowledge. A qualitative approach of participatory action research is used. The target population is made up of 15 Afro-descendant students from 6 to 14 years of age, belonging to socioeconomic strata 1 and 2. The research is developed in four phases: planning and design, where the specific objectives are established and the pedagogical strategies that implement gamification with 5 ancestral games that involve values are designed; data collection, which includes the application of surveys, semi-structured interviews and observation; data analysis, where the information collected is categorized and compared; and interpretation and conclusions, where significant conclusions are drawn, the impact of the implemented pedagogical strategy is evaluated and recommendations are made to strengthen school coexistence. The results highlight the identification of disruptive behaviors and the positive impact of the ancestral pedagogical proposal on school coexistence. The intervention provided a practical environment for conflict resolution, promoting respect for rules and awareness, supported by the collaboration of teachers and parents.