Edited by: Tecnológico Superior Corporativo
Edwards Deming
January - March Vol. 8 - 1 - 2024
https://revista-edwardsdeming.com/index.php/es
e-ISSN: 2576-0971
Received: May 11, 2023
Approved: June 30, 2023
Page 46-59
Rescue of ancestral knowledge: Linkage Project,
Faculty of Pedagogy Universidad Luis Vargas
Torres-Esmeraldas
Rescate de saberes ancestrales: Proyecto de Vinculación,
Facultad de la Pedagogía Universidad Luis Vargas Torres-
Esmeraldas
Carmen Karina Hurtado Toral
*
Santa Rocío Toala Ponce
*
Rosa Romelia Posso Martínez
*
ABSTRACT
The objective of this outreach project, developed at the
Faculty of Pedagogy-University Luis Vargas Torres in
Esmeraldas, is to rescue and preserve ancestral knowledge
of the Afro-Smeraldas culture, which has a deep-rooted
cultural tradition, whose knowledge, transmitted through
generations, is currently threatened to be lost into oblivion
due to the lack of recognition and the advances of
globalization. The objective is to promote its preservation
and appreciation, while training university students for the
development of pedagogical practices linked to society.
The methodology of action research, empirical, with a
qualitative approach of bibliographic review, allowed
gathering the information to present this article;
establishing as a result the valuation of the Afro-
Smeraldean culture in the university community, allowing
to acquire an understanding of the importance of cultural
diversity, equity and inclusion. Finally, this linkage project is
significant for the promotion and preservation of Afro-
* Magister en Educación Básica, Magister en Ciencias de la Educación,
Docente Universitaria, Universidad Técnica Luis Vargas Torres de
Esmeraldas-Ecuador, carmen.hurtado@utelvt.edu.ec,
https://orcid.org/0000-0001-8952-4772
* Magister en Docencia y Desarrollo del Currículo, Docente
Universitaria, Universidad Técnica Luis Vargas Torres de Esmeraldas-
Ecuador, santa.toala.ponce@utelvt.edu.ec, https://orcid.org/0000-
0003-2794-4717
* Dra. en Ciencias Pedagógicas, Docente Universitaria, Universidad
Técnica Luis Vargas Torres de Esmeraldas-Ecuador,
rosa.posso.martinez@utelvt.edu.ec, https://orcid.org/0000 0002
4212 4613
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Esmeraldean ancestral knowledge, contributing to the
educational and cultural development of the province of
Esmeraldas, strengthening the relationship and
transmission of knowledge between academia and society;
therefore, the continuity of this initiative is essential to
ensure the preservation of this invaluable cultural treasure
for future generations.
Keywords: Afroesmeraldeña, culture, ethno-education,
link with society.
RESUMEN
El presente proyecto de vinculación, desarrollado en la
Facultad de Pedagogía-Universidad Luis Vargas Torres en
Esmeraldas, tiene como objetivo rescatar y preservar
saberes ancestrales de la cultura afroesmeraldeña; la cual
posee una tradición cultural arraigada, cuyos
conocimientos transmitidos a través de generaciones, en
estos momentos están amenazados de perderse en el
olvido, debido a la falta de reconocimiento y los avances de
la globalización. El objetivo es fomentar su preservación y
valoración, al tiempo que capacita al estudiantado
universitario para el desarrollo de prácticas pedagógicas de
vinculación con la sociedad. La metodología de
investigación acción, empírica, con enfoque cualitativo de
revisión bibliográfica, permitó recabar la información para
presentar este artículo; estableciendo como resultado la
valoración de la cultura afroesmeraldeña en la comunidad
universitaria, permitiendo que se adquiera una
comprensión de la importancia de la diversidad cultural,
equidad e inclusión. Finalmente, este proyecto de
vinculación resulta significativo para la promoción y
preservación de saberes ancestrales afroesmeraldeños,
contribuyendo al desarrollo educativo y cultural de la
provincia de Esmeraldas, fortalecido las relaciones y
transmisión de conocimientos entre la academia y
sociedad; por lo que la continuidad de esta iniciativa es
primordial para garantizar la conservación del invaluable
tesoro cultural para las futuras generaciones.
Palabras clave: Afroesmeraldeña, cultura, etnoeducación,
vinculación con la sociedad
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INTRODUCTION
At present, there are countless challenges facing universities in Ecuador, in a world
characterized by the rapid advances of globalization and technology, because the
traditional and ancestral knowledge of Afro-descendant and indigenous communities
have gained space and inestimable importance, so that this knowledge that has been
transmitted through generations over the years, have been a source of wisdom and
invaluable cultural heritage that enriches the understanding of people existing in the
context; However, this unique cultural treasure is in danger of disappearing due to the
influence of migration, modernity and marginalization of the inhabitants of the
communities that carry this knowledge, thus promoting an integral approach that
involves the participation of the students of the different careers of the Universidad
Técnica Luis Vargas Torres.
In this sense, the expression rescue of ancestral knowledge for all the above mentioned,
becomes an academic and ethical imperative, with a multifaceted approach, which
emerges from the Linkage project developed in the Faculty of Pedagogy (FACPED) of
the Technical University Luis Vargas Torres (UTELVT), located in the beautiful province
of Esmeraldas, Ecuador. It should be noted that this project stands as an inspiring
example of how Higher Education can play a crucial role in the revitalization and
preservation of ancestral knowledge, highlighting the active integration of knowledge in
the educational, cultural, recreational, recreational and community development
development; also promoting respect for diversity and the construction of an inclusive,
equitable and above all sustainable future.
It should be noted that this project in its interdisciplinary approach, involves students
from the careers of: Early Education, Basic Education, Pedagogy of Language and
Literature, Physical Activity and Sports, Experimental Sciences of Chemistry and Biology,
Experimental Sciences of Mathematics and Physics of the Faculty of Pedagogy, who work
in collaboration with local educational institutions, fostering understanding in the existing
relationship between education and ancestral knowledge; promoting the valuation of
culture as a valuable legacy that enables the enrichment of the educational experience.
Therefore, this article will explore in depth the Linkage Project planned, organized and
executed to date by UTELVT, considering the objectives, context, methodology and
results; furthermore, this process will reflect on the relevance of this initiative for the
global context and its importance for Pedagogy, as it seeks to preserve cultural identity
for the sustainable development of ancestral communities, analyzing how the inclusion
of ancestral knowledge in educational development, culture, recreational activities and
community development contributes to maintaining cultural heritage, empowerment
and the promotion of a strong identity. Thus, through this document, we intend to
report on how the academy, taking into account the initiative of the aforementioned
University, can contribute significantly to the promotion of intercultural dialogues that
are enriching and to the empowerment of the communities that carry the knowledge.
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However, the rescue of ancestral knowledge is not only a representation of justice in its
cultural aspect, but an effective strategy to address the challenges of the contemporary
era also related to health, community resilience and environment; so, at this time in
which humanity faces a major crisis and advances bring more interconnected population;
It is important to review the past to try to find innovative solutions, where the role of
universities in the rescue of ancestral knowledge is necessary and imperative; therefore,
this article presents through this project the active, participatory and exemplary
collaboration of the UTELVT, offering valuable lessons and perspectives that can inspire
other academic institutions with similar initiatives, thereby trying to promote the
revaluation of ancestral knowledge as a vital resource to build a more harmonious and
equitable future.
For a better understanding of this article, it is necessary to analyze the components that
are considered in the FACPED's Partnership Project.
It covers a wide range of aspects related to improving educational practices in order to
achieve specific quality goals, considering efficiency and equity in education; therefore, it
is relevant since education plays a very important role in the development of societies,
because it seeks to fully comply with the formation of fair and competent inhabitants,
who are ready to promote social and economic growth (Avilés Franco and Delgado
Lino, 2023).
In this sense, an explanation of educational development is shown, highlighting the
aspects considered in this component and detailing its importance:
This aspect refers to the need to incorporate respect for practices, knowledge and
traditions that have been transmitted from generation to generation by different
communities and ethnic groups through education. In this sense, the context implies the
active inclusion of ancestral knowledge in the different national and local educational
systems, this is achieved through the incorporation of content established in the
curriculum, which is related to traditional knowledge and culture that should be
promoted and inculcated in educational institutions and universities, whose process
leads students not only to internalize this knowledge, but also to develop a true
appreciation and respect for the cultural richness of their population. Castiblanco
Venegas and Perassi (2020), express that this requires the promotion of:
Cultural diversity: since it is necessary for students to understand the ethnic and cultural
diversity of a population and the great wealth of knowledge they have accumulated over
centuries, which has its own perspective that can enrich education.
Integration in regular education: whose sole purpose is to incorporate ancestral
knowledge in the different educational institutions; that is, in the formal educational
system, from the sub-level of Early Education to the Higher Education level; all this,
through the inclusion of contents in the micro-curricular planning, which are related to
the history of the Afro-Smeraldean culture.
Promotion of identity: it is necessary to recognize and value ancestral knowledge,
promoting a sense of identity among the different members of the community, a
fundamental aspect for the preservation and revitalization of culture.
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Justice: ancestral knowledge is linked to justice, as it seeks to correct the historical
discrimination that Afro-Smeraldean communities have been victims of; it seeks to
promote equal opportunities, educating future generations in the educational system.
This aspect Alcívar Macias et al. (2018) consider the importance of dialogue and
interaction between different ethnic groups and cultures in education, whose objective
is to seek the promotion of inclusion, equity and respect for diversity; taking into account
that an essential part of the educational development in this study is the adoption of an
intercultural pedagogy; This aspect implies the creation of learning spaces where
traditional ways of teaching and ancestral perspectives are valued and respected, whose
methods are adapted to foster intercultural dialogue and evidence cultural diversity
among students and community, which are bearers of ancestral knowledge; for this step
to be possible Durán Gamba (2020) highlights that the following is needed:
Recognition of diversity: since societies are diverse, composed of different ethnic groups,
cultures and groups, it is important to respect and value diversity and the best way to
do this is through education.
Equity and inclusion: strives to foster an inclusive environment where students,
regardless of their origin, feel that they are being treated with equal opportunities for
their development and learning.
Communication and dialogue: promotes effective communication between different
cultures, which implies fostering empathy, understanding, comprehension and respect
among the actors of the educational system.
Community participation: an active participation of all the protagonists of education is
needed, recognizing in this process the priority role in the development of learning and
appreciation of culture by the students.
Stereotypes: intercultural pedagogy considers the stereotypes that have been culturally
transmitted and with this background it tries to promote an education based on respect
for the diversity of criteria.
Student participation in the collection and documentation of knowledge
It is an approach in which students participate in the research and recording of traditional
knowledge transmitted by older adults or members of Afro-descendant communities; in
this sense, FACPED students play an active role in the collection and documentation of
ancestral knowledge; Vernaza Arroyo and Cruel Preciado (2022) mention that the
experience not only enriches education, but also contributes to the preservation of
traditional knowledge, becoming agents of change by collaborating closely with
educational institutions and communities carrying the knowledge for its registration; this
practice makes it possible:
Empowerment on the part of the students: their active participation in the collection
and documentation of ancestral knowledge empowers them as they contribute
significantly to cultural preservation for the strengthening of relations between the
academy and the community.
Heritage and cultural preservation: as an aid for the preservation and transmission of
culture as a heritage of the communities, thus avoiding the loss of very enriching and
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valuable knowledge as the generations of adults grow older and traditions gradually
weaken.
Experiential learning: enables a meaningful and practical learning experience, since
learning by participating and doing research is enriching and motivating.
Valuing and fostering respect for culture: offers the opportunity to immerse oneself in
the cultural activities with which one is working, promoting respect for diversity and
valuing traditions and culture.
Connects theory with practice: applying acquired academic skills and concepts,
strengthening their understanding and capacity for subsequent application in everyday
life.
Collaboration with educational institutions and the community: the collection of
knowledge fosters respect and collaboration between academia and society, benefiting
them in the promotion and exchange of knowledge.
This is responsible for the development and design of ethno-educational resources
relevant and adapted to the specific characteristics and needs of the environment in
which the implementation of the linkage project takes place, as an essential aspect to
ensure that such materials are suitable for the students for whom they are intended; In
other words, educational development as a main component implies the elaboration of
educational materials and resources in tune with ancestral knowledge, facilitating not
only teaching-learning, but also guaranteeing the selection of culturally relevant contents,
thus reflecting the richness of the culture and allowing the students to connect directly
with ancestral knowledge.
Therefore, the rescue of Afro-Smeraldean knowledge and the work of university
students in the different educational institutions, becomes a crucial element for the
success of this linkage project, since the development of teaching materials with
resources from the environment, not only contributes to the revitalization and cultural
preservation, but will enrich the educational experience of the participants, promoting
the appreciation of the traditions and diversity of their environment. The following
topics allow for a detailed breakdown:
Cultural research: research is carried out in collaboration with the Afro-Smeraldean
communities to compile and document ancestral knowledge, traditions, stories, songs,
practices, rituals, traditional medicine, spiritual beliefs, among other significant aspects.
Integration of cultural elements: it is necessary that educational didactic resources reflect
Afro-Smeraldean culture in a timely, accurate and respectful manner.
Interdisciplinary approach: these cover all areas or subjects in educational institutions,
as well as from the approach of the Afro-Smeraldean tradition, it analyzes agriculture,
music, traditional medicine and oral history; in this sense, the educational didactic
materials adopt the interdisciplinary approach.
Constant feedback and evaluation: these must be subject to constant evaluation, with
the collaboration of the teaching staff and the community, carrying out the feedback
process for the required improvements and adaptations considering the needs and
interests of the students in the classrooms.
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Teacher training: university students, through the development and creation of teaching
materials, assist in the training of teachers on how to efficiently and effectively use the
educational resources developed and how to integrate them into their didactic unit
plans.
Fernández Chiriguaya et al. (2018), express that the critical promotion of these aspects
in terms of ancestral knowledge, allow exploring from diverse and varied perspectives
considering the impact on the promotion of cultural identity, sustainable development
and community resilience; promoting the generation of deep understanding and new
knowledge about the importance of ancestral knowledge in a contemporary society, in
which university students in various institutions participate, playing a crucial role in the
contextual understanding and continuous improvement for the rescue of ancestral
knowledge. The following is a detailed description of how these aspects can be
specifically addressed:
Collaborative and meaningful research: collaboration between teachers, students and
members of the community, working as a team to share perspectives and experiences;
they should be guided in the formulation of meaningful research questions, relating and
identifying areas of interest, methodologies on Afro-Smeraldean ancestral knowledge.
Sources of information: it is important to have access to sources and resources of
important information to carry out the research, including oral records, historical
documents, archives and the possibility of direct interaction with the bearers of ancestral
knowledge.
Research ethics: promoting ethics in research is important for students to understand
that informed consent must be obtained from the people who will participate in the
research, respecting ethical norms and values in carrying out this activity.
Critical reflection and communication of results: students must reflect critically on
research findings and data, including the identification of trends, patterns and questions
that currently involve ancestral knowledge; that is, in this process they must learn to
communicate effectively in the academic world, in educational institutions and in the
community, including the presentation of reports, preparation of materials and active
participation in events organized by the community.
Culture and ancestral knowledge refer to the values, knowledge, traditions, practices
and beliefs transmitted from generation to generation in a specific society; these are
important for the cohesion and identity of the community, representing the
accumulation of experience and wisdom accumulated over time. Therefore, it
constitutes a main element of the identity of a human conglomerate, defining how they
are, who they are and how they relate to what surrounds them; however, aspects such
as religion, language, dance, music, clothing, gastronomy and social norms are included
(Escudero Sánchez and Pacheco Montoya, 2023). In this sense, cultural diversity
intervenes, where each cultural group has its own unique culture, contributing to cultural
richness, manifesting itself in the multiplicity of traditions, languages, cultural practices
and customs, which are transmitted from one generation to another through education,
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active participation and socialization, taking into consideration myths and rituals as a
means for this transmission.
It is worth mentioning that the wisdom accumulated through culture over time changes
and evolves with the passage of time, all as part of the influences of the environment,
adopting new practices modifying cultural traditions; however, it cannot be forgotten
that this plays an important role in the formation of collective and individual identity,
promoting a sense of belonging to a specific cultural group, providing a frame of
reference for understanding the world (Orellana Orellana and Rivera, 2019).
In this sense, ancestral knowledge includes techniques adapted to a particular
environment, including effective agricultural methods in a specific climate of conservation
of natural resources, involving the understanding between people and nature,
manifesting itself in environmental conservation practices, mythology and beliefs related
to nature; all of which contribute to the continuity of culture and authenticity of cultural
traditions and rituals, which represent the accumulation of richness of cultures around
the world.
It is a process through which people integrate and participate actively and voluntarily in
leisure activities in a pleasant and relaxed manner, with the purpose of resting, having
fun and revitalizing themselves, seeking mental, physical and emotional well-being; it can
vary including games, sports, exercises and outdoor hobbies, as part of entertainment
whose experiences offer an escape from routine activities offering the opportunity for
fun, relaxation and learning.
However, playful activities refer to recreational experiences that involve fun, play and
active participation; characterized by being voluntary, allowing enjoyment without
external pressures; therefore, in terms of these are considered playful actions such as
sports, puzzles, cultural events, theater, storytelling, among others; that encourage
interaction, creativity and personal satisfaction; it should be noted, that in addition to
the welfare that are promoted with them, they can also be useful as tools for learning,
personal expression and relationship building (Guzmán, 2022).
Nivela Cornejo et al. (2019) emphasize that it is a collaborative process, which through
the use of strategies involves the members of a community in the planning, identification
and execution of actions that are aimed at improving the quality of life throughout a
social context, seeking the strengthening and empowerment of the community and its
whole, also promoting their participation in the implementation of projects and decision
making that seek to address aspirations and needs; taking into consideration the
approach of the deep knowledge that communities have about their resources and
problems resources, with the objective of working together to enable solutions and
continuous and constant improvements of their weaknesses in an equitable and
egalitarian manner; that is, it becomes a collaborative and multifaceted activity that seeks
to improve the quality of life and well-being of a specific community, focusing on
empowerment and strengthening by identifying their challenges needs and resources,
implementing actions that achieve the addressing of their problems (González
Castañeda, 2019).
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Finally, it should be noted that community development promotes the approach to a
wide variety of areas such as health, education, employment, housing, culture,
infrastructure, among others; facilitating the needs of a people to local governments,
non-governmental organizations, educational-academic institutions and community
leaders, in order to improve the quality of life of the community by promoting civic
participation and social cohesion (Torres Pantoja, et al., 2021).
MATERIALS AND METHODS
For the development of this article, Action Research with a qualitative approach was
carried out, considering also the empirical and documentary research in relation to the
theoretical contributions that allowed a bibliographical review of sources that supported
the scientific veracity of the information obtained, which made it possible to have solid
bases to support this research; taking into account that the objective of this document
is to present an analysis of the project of linkage with society carried out by the Faculty
of Pedagogy, according to the pedagogical and curricular foundations of the UTELVT;
specifically in the scenario of the practices of linkage with society, focused on
characterizing and basing the training of the future teacher, from a sociocultural
perspective.
It should be noted that for the realization and execution of this process, the analysis of
the components established in the project was carried out, which were implemented
with the respective objectives, activities, methodologies, resources to be used and the
respective evaluations; all this responds to ethno-educational elements, specifically for
the rescue of the Afro-Smeraldean tradition, for the strengthening of cultural identity in
students of the different careers of the Faculty of Pedagogy. In this process, the students
fulfill the objectives proposed in each one of the careers, which allows them to be linked
to the different activities in the communities where the educational institutions are
located, with the respective supervision, guidance or orientation of the university
teachers in charge of supporting each one of the components of the project; therefore,
these activities allow their active participation.
RESULTS
However, with the socialization of the background, objectives, purpose and strategies
to comply with the execution of the components of the project, it was possible to
analyze and reflect on the importance of knowing, rescuing, empowering and
promulgating the customs and traditions, seeking the strengthening of the Afro-
Smeraldean cultural identity, thus awakening interest and predisposition on the part of
the students to collaborate with the established schedule. All this allowed to establish
the following information for a better understanding of the activities in the promotion
of the ancestral knowledge of the Afro-Smeraldean culture, defining the objectives
pursued by each of the careers of the Faculty of Pedagogy of the UTELVT.
Table 1 Careers and their objectives, for the rescue of the Afro-Smeraldean culture
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Career
Objectives
Initial
Education
- Incorporate Afro-Smeraldean knowledge in the micro-curricular
planning of Early Education.
- Sensitize students to the importance of Afro-Smeraldean ancestral
knowledge in early education.
- Promote recreational activities that foster the appreciation of Afro-
Smeraldean culture among children.
Basic Education
- Integrate Afro-Smeraldean cultural elements in the micro-curricular
planning of Basic Education.
- Encourage student interaction with the Afro-Smeraldean
community.
- Develop research projects on Afro-Smeraldean culture.
Language and
Literature
Pedagogy
- Analyze and promote Afro-Smeraldean literature in the teaching of
language and literature.
- Develop pedagogical strategies that rescue and value Afro-
Smeraldean orality.
- Encourage creative writing inspired by Afro-Smeraldean culture.
Physical
Activity and
Sport
- Introduce elements of Afro-Smeraldean dances and sports in the
curriculum.
- Encourage community participation in traditional physical activities
and sports.
Experimental
Sciences of
Chemistry and
Biology
- Research and document traditional knowledge about medicinal
plants and environmental conservation practices.
- Develop research projects that contribute to the preservation of the
natural environment and the health of the community.
Experimental
Sciences of
Mathematics
and Physics
- Apply mathematical and physical concepts in activities related to
Afro-Smeraldean culture.
- Promote the importance of science in solving local problems.
Note: Careers of the Faculty of Pedagogy of the Universidad Técnica Luis Vargas Torres-
Esmeraldas and the objectives set for the rescue of the Afro-Smeraldean identity,
prepared by the authors of the article.
The following table provides a general structure for the realization of the work with
students belonging to the different careers of the Faculty of Pedagogy, through the
approach of culture, educational development, ancestral knowledge in the province of
Esmeraldas; each component has objectives, activities adapted to the resources needed
to achieve the desired results, considering the constant evaluation to ensure the
achievement of the objectives set which are specified in the expected results, detailing
the components and elements considered to promote the cultural, educational
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development of ancestral knowledge in the province of Esmeraldas through the training
of university students of the Faculty of Pedagogy.
Table 2 Cultural promotion for the rescue of Afro-Smeraldean culture
Component
Specific
Objectives
Activities
Methodology
Evaluation
Educational
Development
Design innovative
pedagogical
strategies.
Apply
pedagogical
strategies in
educational
environments.
Research on
effective
pedagogical
methodologies.
Design of
lesson plans.
Implementation
of the
strategies in the
classrooms of
educational
institutions.
Project-based
learning.
Linkage
practices in
local
institutions.
Performance
evaluation in
the
implementation
of strategies.
Culture and
Ancestral
Knowledge
To value and
rescue Afro-
Smeraldean
ancestral
knowledge.
Promote
cultural and
ethnic diversity.
Cultural
awareness
workshops.
Research on
Afro-
Smeraldean
culture.
Collaboration
with local
cultural
leaders.
Experiential
and
participatory
learning.
Qualitative
research.
Interviews
with cultural
leaders and
senior
citizens.
Evaluation of
participation in
workshops and
research
projects.
Recreation
and leisure
activities
Promote the
importance of
recreation in the
integral
development of
children,
adolescents and
young adults.
Design and
implement
inclusive play
activities.
Research on
recreation and
play in
education.
Design of
recreational
activities.
Implementation
of recreational
activities in
different
educational
institutions in
Project-based
learning.
Teaching
practices.
Evaluation of
the
effectiveness of
play activities in
the
development of
children and
adolescents.
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the city of
Esmeraldas.
Community
Development
Encourage the
active
participation of
students in
community
projects.
Develop
leadership and
teamwork skills.
Identification of
community
needs.
Design of
community
service
projects.
Implementation
of projects in
collaboration
with the
community.
Project-based
learning.
Teamwork.
Collaboration
with
community
organizations.
Evaluation of
the impact of
the projects on
the community.
Evaluation of
leadership and
teamwork
skills.
Note: Synthesis of the cultural promotion, within the framework of the Linking Project
promoted by the Faculty of Pedagogy of the Universidad Técnica Luis Vargas Torres-
Esmeraldas, prepared by the authors of the article.
DISCUSSION
It is worth mentioning that the article with the theme Rescue of ancestral knowledge:
Project of linkage with society promoted by the Faculty of Education of the Technical
University Luis Vargas Torres-Esmeraldas was developed by the need to publicize the
activities that are carried out for the development of the practices of linkage with
society, the same that is carried out by students of different careers of the Faculty of
Education of the UTELVT. These allow to generate awareness and awareness about the
importance of rescuing, promoting, disseminating and preserving the Afro-Smeraldean
culture, for the respective empowerment in values, traditions and cultural enrichment;
that is, through training and explanation of the objectives of this activity, identifying the
referents of Afro-Smeraldean cultural identity as part of the knowledge of the students.
This project offers an ethno-educational proposal to rescue ancestral traditions and use
them to improve the educational quality of the UTELVT; this cultural identity is
accompanied by significant elements that allow the community to personally recognize
its identity for the construction of meanings, promoting diversity for its contribution and
cultural preservation. In this regard, Villacis Zambrano et al. (2021); Barcia Arboleda
and Caicedo Pérez (2020); Cobo, and Paredes (2019), establish that cultural transmission
as an instrument of communication guarantees quality education to the members of a
community, establishing opportunities to access spaces for reflection that enable
dialogues to contribute to an evolutionary and competent formation where the tools
transmitted in the classroom are useful as solid and sufficient bases for the achievement
of goals and life projects, determining the profile of the ethnoeducator teacher, which
will help to guide the pedagogical processes; He/she will be constantly committed to the
integral formation of his/her students, being the promoter of research in areas of Afro-
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e-ISSN: 2576-0971
Smeraldean culture and will be willing to contribute to the construction of cultural
identity, based on the promotion of values, equity and respect for diversity.
However, the purpose of these activities is that students in the training stage to become
professionals in the different careers, strengthen the mastery of strategies for the
implementation of activities that promote constant practice in promoting Afro-
Smeraldean culture; In this sense, the student body in the training stage must strengthen
innovative methodologies that can be translated into activities in order to exercise new
skills that, supported by teaching techniques, didactic procedures and the use of
resources, will bring into effect the planned purposes and thus achieve effective
development, motivating their students to carry out ethno-educational activities (Torres
Pantoja, et al., 2021; Escudero Sánchez and Pacheco Montoya, 2023; Vernaza Arroyo
and Cruel Preciado, 2022).
Regarding the process of research and investigation in bibliographic sources and search
of older adults and people knowledgeable on the subject, as part of the activities
developed in the linkage project, it was found with the difficulty that there is no wide
variety of documented information, in addition there are few people who have
knowledge of customs, traditions, legends, myths, stories, poems, décimas, chigualos,
alabaos, arrullos and coplas, games and toys, as important elements in the rescue of
Afro-American culture, traditions, legends, myths, stories, poems, tenths, chigualos,
alabaos, coos and coplas, games and toys, as important elements in the rescue of the
Afro-Smeraldean culture, focusing only on the older adults of the family since the current
situation was intense the search for these characters, because there are really few left;
However, despite the difficulties in collecting the required information, this problem
allowed the students to reflect on the existence of Afro-Smeraldean traditions in our
environment as an opportunity for learning, healthy coexistence and good practices.
With the above, this linkage project promoted by FACPED is a tool that seeks cultural
promotion for ethno-education and empowerment of the Afro-Smeraldean identity,
based on education and human diversity as an opportunity for socio-cultural interaction,
thus transforming reality through the design of activities oriented by playful-didactic
procedures for the rescue, strengthening, empowerment and preservation of the Afro-
Smeraldean oral narrative as an essential aspect for education.
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