Acquisition of Orality of Quechua and Aimara for Preservation in the Alcira Cardona Educational Unit No 1, City of Oruro

Abstract

Introduction: This article addresses the need to strengthen the orality of Quechua and Aymara in primary school students of the Alcira Cardona 1 Educational Unit, in Oruro, Bolivia. It is based on the progressive loss of native languages, the predominance of Spanish and the weak relationship between language, cultural identity and pedagogical practices. Objective: To propose contextualized pedagogical strategies to strengthen the oral expression of Quechua and Aymara as part of the cultural and identity preservation of students. Methodology: The research had a qualitative approach, socio-critical and decolonizing orientation, with a participatory action research design. Students, teachers and families participated. Direct observation, semi-structured interviews, oral history, photo-language, problem tree and documentary review were applied. The analysis was carried out using thematic categorization. Results: The findings showed a favorable attitude towards learning Quechua and Aymara; however, its oral use in school is limited. Barriers were identified such as the predominance of Spanish, linguistic embarrassment, little family practice and lack of contextualized strategies. Conclusion: The study concludes that the preservation of Quechua and Aymara requires a sustained, participatory, and culturally relevant pedagogical intervention. Community stories, songs, daily greetings, dramatizations, family interviews, word circles and oral games are proposed to recognize these languages as a living part of cultural identity and decolonizing intercultural education.