Los juegos tradicionales como una intervención pedagógica para fortalecer la convivencia escolar en la Institución Educativa Sagrado Corazón de Puerto Tejada

Abstract

This research, conducted through a case study at Sagrado Corazón Educational Institution in Puerto Tejada, Cauca, examines the potential of traditional games as a pedagogical strategy to strengthen school coexistence in culturally diverse contexts. The study is based on the recognition that playful practices rooted in Afro-descendant cultural memory constitute a significant educational resource for promoting values such as respect, cooperation, and recognition of others. The main objective was to foster a more harmonious school environment among fifth-grade students through the recovery and implementation of traditional games as a pedagogical mediation strategy aimed at strengthening cultural identity and collective work. Methodologically, the research follows a qualitative approach with a case study design. Techniques such as participant observation, documentation of pedagogical experiences, and dialogue sessions with students were employed, allowing the collection of perceptions regarding coexistence dynamics before and during the implementation of the proposal. Preliminary findings indicate that the incorporation of traditional games encourages active participation, improves interpersonal relationships, and promotes the peaceful resolution of conflicts. Likewise, an enhancement of students’ sense of belonging and appreciation of local culture as a fundamental component of learning was observed. In conclusion, traditional games emerge as a relevant pedagogical strategy for promoting school coexistence from a cultural and critical perspective. However, it is acknowledged that the research process is still in the consolidation phase; therefore, further analysis of the results is planned in order to strengthen the interpretations and contributions of the study.