Alabaos y Gualíes : cantos ancestrales para la educación socioemocional
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La presente investigación se centró en el uso de los cantos fúnebres ancestrales alabaos y gualíes como estrategia didáctica para fortalecer las competencias socioemocionales en los estudiantes de grado quinto de la Institución Educativa José Manuel Palacios Palacios, ubicada en el Cantón de San Pablo, Chocó. La propuesta se fundamentó en el valor pedagógico de la tradición oral y de la lúdica cultural afrocolombiana, que enriquecen el desarrollo emocional y fortalecen la identidad cultural de los estudiantes. A partir de esta base, se formuló la pregunta orientadora: ¿Cómo fortalecer las competencias socioemocionales de los estudiantes de primaria a través de una secuencia didáctica basada en alabaos como práctica cultural afrocolombiana? La investigación se desarrolló con un enfoque cualitativo bajo el diseño de Investigación Acción Participativa (IAP), trabajando con una muestra de 25 estudiantes del grado 5°C. Como diagnóstico inicial se aplicaron entrevistas semiestructuradas y observaciones en el aula. Los resultados evidencian que, mediante la incorporación de actividades lúdicas centradas en los alabaos y gualíes, los estudiantes lograron avances en el reconocimiento y regulación de sus emociones, en la empatía hacia sus compañeros y en la construcción de una convivencia más armónica. Asimismo, se fortaleció el sentido de pertenencia cultural y el respeto por las tradiciones ancestrales, demostrando que la escuela puede ser un espacio privilegiado para preservar la memoria colectiva y, al mismo tiempo, potenciar el desarrollo socioemocional.
This research focused on the use of ancestral funeral chants —alabaos and gualíes— as a didactic strategy to strengthen socioemotional competencies in fifth-grade students at the José Manuel Palacios Palacios Educational Institution, located in the Canton of San Pablo, Chocó. The proposal was grounded in the pedagogical value of Afro-Colombian oral tradition and cultural playfulness, which enrich emotional development and reinforce students’ cultural identity. Based on this foundation, the guiding question was posed: How can socioemotional competencies in primary school students be strengthened through a didactic sequence based on alabaos as an Afro-Colombian cultural practice? The study adopted a qualitative approach through Participatory Action Research (PAR), with a sample of 25 students from grade 5°C. Semi-structured interviews and classroom observations were applied as initial diagnostic tools. Findings reveal that through playful activities involving alabaos and gualíes, students achieved progress in recognizing and regulating their emotions, developing empathy toward peers, and building a more harmonious classroom climate. At the same time, they strengthened their sense of cultural belonging and respect for ancestral traditions, showing that the school can become a privileged space to both preserve collective memory and foster socioemotional development.
This research focused on the use of ancestral funeral chants —alabaos and gualíes— as a didactic strategy to strengthen socioemotional competencies in fifth-grade students at the José Manuel Palacios Palacios Educational Institution, located in the Canton of San Pablo, Chocó. The proposal was grounded in the pedagogical value of Afro-Colombian oral tradition and cultural playfulness, which enrich emotional development and reinforce students’ cultural identity. Based on this foundation, the guiding question was posed: How can socioemotional competencies in primary school students be strengthened through a didactic sequence based on alabaos as an Afro-Colombian cultural practice? The study adopted a qualitative approach through Participatory Action Research (PAR), with a sample of 25 students from grade 5°C. Semi-structured interviews and classroom observations were applied as initial diagnostic tools. Findings reveal that through playful activities involving alabaos and gualíes, students achieved progress in recognizing and regulating their emotions, developing empathy toward peers, and building a more harmonious classroom climate. At the same time, they strengthened their sense of cultural belonging and respect for ancestral traditions, showing that the school can become a privileged space to both preserve collective memory and foster socioemotional development.
Palabras clave
Competencias socioemocionales, Etnoeducación, Tradición oral, Rituales funerarios, alabaos, Gualíes, Socioemotional competencies, Ethno-education, Oral tradition, Funeral rituals, Alabaos, Gualíes