Estrategia Pedagógica Etnoeducativa para el Fortalecimiento del Desarrollo de la Motricidad Fina y Gruesa en Niños y Niñas de 0 a 2 Años Pertenecientes a la Etnia Arhuaca.

Abstract

This research aims to strengthen the development of fine and gross motor skills in children aged 0 to 2 years belonging to the Arhuaca ethnic group, using an ethno-educational pedagogical strategy called "Vida Colectivomente" (Collective Living) with the community located in the village of "El Cairo" in the municipality of Pueblo Bello, Cesar. The research is based on the identification of support needs observed in motor development, without constituting a clinical diagnosis. As Ávila Guaman and Cazarez Valdiviezo (2024) suggest, during the first two years of life, children develop skills such as head control, rolling over, sitting, standing, walking, and grasping. These abilities emerge progressively and require specific stimulation according to the chronological age observed in children during educational activities and due to mothers' lack of awareness of early stimulation practices. The categories analyzed were: fine and gross motor skills, Arhuaca cosmogony, traditional games, and pedagogical strategies. The research was conducted using a qualitative approach, using an ethnographic method that allowed for an understanding of the cultural and pedagogical dynamics within the context of the Arhuaco community. Techniques such as semi-structured interviews, participant observation, knowledge circles, and body mapping were used to gather information based on the experiences and meanings of the educational actors. The analytical categories defined were: fine and gross motor skills, Arhuaco cosmogony, traditional games, and pedagogical strategies. The findings revealed that cultural practices such as playing with natural elements, imitating animals, and making toys significantly strengthen motor skills from a holistic perspective, encompassing the physical, spiritual, and social aspects. It is concluded that motor development in Indigenous contexts is enhanced when ancestral knowledge is recognized, valued, and articulated with relevant and culturally meaningful pedagogical approaches.