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Pedagogical strategy based on

traditional games for the appropriation

of cultural heritage and values

Estrategia pedagógica basada en juegos tradicionales

para la apropiación del acervo cultural y valores

Eduin de Jesús Rivera Ricardo

José Luis Rivera Ricardo*

Fanny Salgado Reyes*

Abstract

This article presents a reflection on the importance of traditional

games, which contribute to the formation and personal and motor

development of students, and at the same time, allow the rescue of

good customs and cultural values in the village of San Rafael,

municipality of Ovejas-Sucre. The objective of this work is to

strengthen the appropriation of the cultural heritage and values

through a pedagogical strategy based on traditional games in 9th

grade students of the San Rafael Educational Institution (IESAR)

Ovejas Sucre. This project would benefit the students of the

Institution and their community environment, since it contributes to

the preservation of their cultural and ancestral roots, as well as to the

strengthening of their formation in values and basic rules of

coexistence such as: respect, tolerance and responsibility, among

others (Carmona Ruiz, 2009). This research is framed within the

* MSc. Corporación Universitaria Iberoamericana,

Bogota Colombia eriverar@ibero.edu.co,

https://orcid.org/0000-0001-9348-8735

* MSc. Corporación Universitaria Iberoamericana,

Bogota Colombia jriver25@ibero.edu.co,

https://orcid.org/0000-0002-8025-3803

*MSc. Corporación Universitaria Iberoamericana,

Bogota Colombia fsalgad1@ibero.edu.co,

https://orcid.org/0000-0001-9912-6938

Article

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qualitative approach. The proposed pedagogical strategy was

developed using a qualitative methodology of action-research type

The sample consisted of 10 students of the 9th grade of basic

secondary school, aged between 14 and 17 years old. The survey,

participant observation and field diary were used as data collection

techniques. The results of the study provide empirical evidence that

supports the need to preserve traditional games as a mechanism to

preserve our cultural identity and as a strategy to spread our roots

and improve peaceful coexistence among our peoples.

Key words: Traditional games, Conservation, Good customs, social

values.

Resumen

En este artículo se presenta una reflexión sobre la importancia de los

juegos tradicionales, los cuales contribuyen a la formación y

desarrollo personal y motriz de los estudiantes, y permiten a la vez,

el rescate de las buenas costumbres y valores culturales en el

corregimiento de San Rafael, municipio de Ovejas- Sucre. El

objetivo de este trabajo es Fortalecer la apropiación del acervo

cultural y valores mediante una estrategia pedagógica basada en

juegos tradicionales en estudiantes del grado 9 de la Institución

Educativa San Rafael (IESAR) Ovejas Sucre. Este proyecto

beneficiaría a los estudiantes de la Institución y a su entorno

comunitario, ya que contribuye a la preservación de sus raíces

culturales y ancestrales, así como al fortalecimiento de su formación

en valores y las reglas básicas de convivencia como son: el respeto,

la tolerancia y la responsabilidad, entre otros (Carmona Ruiz, 2009).

Esta investigación se enmarca en el enfoque cualitativo, La

estrategia pedagógica planteada se desarrolló empleando una

metodología cualitativa de tipo investigación-acción La muestra

estuvo conformada por 10 estudiantes del grado 9° de básica

secundaria, con edades comprendidas entre los 14 y los 17 años. Se

hace uso de la encuesta, la observación participante y diario de

campo como técnicas de recolección de datos. Los resultados del

estudio aportan evidencias empíricas que avalan la necesidad de

conservar los juegos tradicionales, como mecanismo de preservación

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de nuestra identidad cultural y como estrategia para difundir nuestro

arraigo y mejorar la convivencia pacífica entre nuestros pueblos.

Palabras clave: Juegos tradicionales, Conservación, Buenas

costumbres, valores sociales

Introduction

The objective of this research project is basically to generate positive

situations for the children of the San Rafael Educational Institution

(IESAR), rural area of the municipality of Ovejas, department of

Sucre, that contribute to their formation and development, not only

personal but also motor, and at the same time allow the rescue of

good customs and values, through the application of traditional

games. In the same way, they transmit rules, let them follow

instructions and norms that have been established from generation to

generation and that help in the formation of the student, not to

mention the benefit it brings to the family, since it strengthens the

emotional bond between children and parents. It also has physical

advantages, improves health and motor experiences for boys and

girls, among other aspects.

The data obtained through the application of various instruments,

allows us to pose as a problem, that many students of the IESAR,

have lost the practice of traditional games such as spinning top,

marbles or glass balls, tuso, shuffleboard, the rod 'e prize, sack races,

among others, as a ludic phenomenon due to various factors such as

little knowledge or accelerated acculturation promoted by

globalization and technology, which has led them to prefer to play

with cell phones, tablets, internet, or just sit and watch television,

without even imagining the serious repercussions that this could

bring in the future. This is directly manifested in the students and

their families so that they are unaware of the little value and meaning

of their beliefs and customs, where they end up appropriating other

cultures.

The San Rafael Educational Institution (IESAR) is located in the

rural area of the municipality of Ovejas, department of Sucre, with

314 students from grade 0 to grade 11, with children and adolescents

between 4 and 18 years of age.

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All the above, allows us to justify the relevance of designing

strategies that allow the new and current generations to preserve the

cultural heritages and that they can "survive" in spite of time or

difficulties, so it is a priority the promotion of ancestral and popular

games in the Educational Institutions, among others, for the

following aspects: It contributes to good coexistence, maintains the

cultural legacy of the ancestors and preserves the culture of each

region, creates a sense of belonging and identity, strengthens the

self-esteem of all those who participate.

According to Gualotuña et al. (2023), physical activity is an essential

element for the physical and mental development of individuals.

Despite the benefits it has for society, physical activity does not

occur equally in the same regions and specific geographic

environments, due to conditioning factors such as leisure time,

culture, teaching-educational programs, motives, and the needs and

possibilities of each subject, among others.

Using the words of Gualotuña et al. (2023) in traditional games there

are manifestations of different forms, which are transmitted from

generation to generation, through word and actions, mainly from

parents to children, where they are carried out in any environment,

space, place and time; spontaneously and organized (Fausto, 1980;

Monroy, 2003; Sailema et al., 2017; Salinas Villamarín, 2018). As

expressed by these authors, they are more solemn games that were

transmitted from generation to generation, but their origin dates back

to distant times.

The authors cited above claim that the material of the games is

specific to the games, and is closely linked to the area, the customs

and even the kinds of work that were developed in the place, and that

some of these traditional games, over time became sports, called

traditional, so that the popularity they have among the inhabitants of

a territory or country, competes with the popularity of other

conventional sports.

Hernandez (2007), emphasizes that, he makes clear how necessary it

is in our assaulted world, an active process of rescue of the best

traditions, currently considered as palpable samples of the

autochthonous cultural values of the different societies. These

traditions are the result of the experience, the courage, the virtue and

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the effort of other men, during these and other times, and can be

represented in different forms, all of them linked to the different

forms of human thought. He also affirms that, according to Pérez

Sánchez (1997), "the game constitutes an excellent recreational

inheritance that comes to us from the distance, at the beginning man

played with very simple instruments, later he began to experience

the need to expand them and take them to more complex activities,

with the passing of the years the games were perfected, until they

became an important part of the recreational forms of the different

epochs".

On the other hand, for Hernández and Vilugrón (2023) there are

several studies that relate obesity, sedentary lifestyles and the use of

information technologies (ICT). These authors refer that Montilla

and Jan (2022) conducted a study that supports this relationship,

finding an increase in the use of ICT, making the activities less

physical and in prolonged periods of inactivity such as sitting, i.e.,

without moving for hours, and inevitably leads to a body mass index

at the level of obesity.

In fact, Simancas et al. (2022) state that traditional games should be

incorporated in teaching as an alternative in learning, not only in

mathematics, but in all its uses globally and integrally. They

emphasize that in ancient times, games were taken in a negative way

for education, since they were considered as leisure and had no

function in the cognitive development of children. Also, according

to the argument of Flores (2018), they state that teachers should

apply games in learning and these should be in accordance with the

needs that are required to be obtained.

Likewise, Simancas et al. (2022) state that games are displaced by

the use of technologies, that some children go into these tools not for

learning, but to find games that are not in line with the topics

covered; in addition, virtual games are limited to developing

cognitive aspects through the gaze, hand handling, but the game does

it with the movement of the whole body, seeks to concentrate the

students, making it an integral part.

Likewise, these authors affirm that we have a range of traditional

games that are applied to the area of mathematics such as: the churo,

tic-tac-toe, pica, perinola, spinning tops, the sack, roulette, the bomb,

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hopscotch, among others, that can be applied and thus reach a

significant learning, which allows them to help in the solutions to

possible problems that they will encounter in their daily lives.

Many problems have arisen due to the misuse of new technologies

such as video games. This focused misuse has generated a change in

people's lifestyle, especially in younger people, causing the world's

children to perform less and less outdoor activities that require

physical movement, spending most of their time in sedentary

activities such as: watching television, connected to the Internet or

with electronic games (Guillamón et al., 2018).

Meanwhile, Parlebas (1997) states that games are granted a greater

ludic-motor possibility than sports and it has been experimentally

demonstrated that due to the sudden changes in behavior, which

imply a greater richness of relationships between players, traditional

game sessions lead to much richer socio-affective relationships.

It is important to note that traditional games that generate physical

activities have been replaced by others without any type of motor

skills, where people (students) remain sedentary for hours in front of

a television or any other technological device that provides them

with fun and entertainment, forgetting the positive effect of family

ties between parents and offspring and the psychological and motor

skills benefits that can be achieved by playing.

In this sense, play in society has been and transmits culture and

traditions from generation to generation, it is a vital activity in the

integral development of human beings, it provides transcendental

experiences for their learning and maturation process, physical,

emotional and social. The game evolves along with humanity and

according to the time it is understood and practiced in society in one

way or another (Yépez et al., 2017).

Traditional games implicitly carry the idiosyncrasy of the

communities, their values and customs, since they are the most

autochthonous representation of the society that creates them. They

constitute a necessary link with the past, since they are the respect to

the best of the generations that preceded us.

In Colombia, there is a great variety of traditional games and among

the best known are: golosa, coca, trompo, yayo, yermis, canicas,

turra or pirinola, lazo, aro and encostalados. These games are a

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healthy form of fun and entertainment, and help to strengthen the

physical and mental condition of young people and children,

allowing them to express their way of being, to identify themselves,

to experiment and discover their capabilities and limitations".

For the development of this research, some studies carried out by

various authors at the international level are taken as a basis, in

which very important contributions can be observed for the planning,

execution and evaluation of this proposal.

We can mention the research conducted by Velásquez (2007), who

designed a program for the promotion of traditional Venezuelan

games for students in the second stage of basic education at the

Mercedes Limardo de Antímano Educational Unit, in the Liberator

municipality. This research is in the Unit of Feasible Projects, it

attends to the needs required according to the diagnosis applied with

descriptive field design. There the author shows the process of

transculturation, the rise of ICT, international trade and treaties

between nations have been displacing concepts such as regionalism

and local national identity, due to the loss of the cultural heritage of

the people, which leads to an educational and cultural crisis.

Also noteworthy in Peru is the thesis prepared by Ccahuana and

Cuarez (2021), entitled: El juego tradicional como recurso

pedagógico en una I.E.B en el distrito de Rocchacc-Chincheros-

Apurímac, whose purpose is to describe the use of the traditional

game as a pedagogical resource in an intercultural bilingual

educational institution. His studies were approached according to the

qualitative and ethnographic approach, which consisted of analyzing

and interpreting the information on the research.

This work was developed in six chapters and there the authors state

that "traditional games are part of the traditional culture of the native

peoples, they share all the pedagogical values attributed to them,

they keep the culture alive favoring the rapprochement between

generations, they facilitate the recognition of data or cultural

elements of that community and they experience unforgettable

experiences outside the family environment.

Another contribution to this research can be found in the thesis

developed by Torres (2014), entitled: Traditional games and their

impact on the skills and abilities of students in third and fourth grade

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of basic education of the Centro Educativo Reforma Integral Cerit,

in the city of Latacunga, province of Cotopaxi, in Ecuador, where he

identified the problem of the loss of the practice of traditional games

in students, as a result of having bad habits, especially with the

influence of foreign languages and the misuse of technologies.

At the national level, the work carried out by Yela and Revelo (2019)

entitled: Rescue and strengthening of the traditional games of the

Carlosama reservation with fourth and fifth grade students of the

Chavisman Educational Center is reviewed. To meet the objectives

of this work, the research is framed in the paradigm of qualitative

methodology; the qualitative part was developed in the social and

human sciences, since it tries to analyze the set of discourse between

subjects and the relationship of meaning for them, according to

cultural, ideological and social contexts.

The authors consider that the rescue and promotion of popular games

within educational institutions is a process that should be carried out

with the purpose of favoring communication, developing oral

language, favoring the acceptance of rules, facilitating social

integration, developing motor skills, allowing the discovery and

knowledge of the environment, improving self-esteem and favoring

teamwork.

The work done by Ardila (2021a) is also reviewed. The main

objective of this study was to establish the contribution of the

traditional games of the local environment to the sociocultural

development of the students of the Technical Educational Institution

Ignacio Gil Sanabria de Siachoque - Eighth grade pilot study. The

methodological approach allows the development of each one of the

objectives through processes of a qualitative approach, framed

within a hermeneutic paradigm, which validates the application of

an action research model, and some instruments of social mapping.

As a result of the exchange of knowledge, product of social

interaction, the knowledge and perceptions of the students towards

traditional games are broadened, turning them into a resource that

dynamizes the socio-cultural development of the school population.

Likewise, at the national level we refer to Chona and Garzón, (2018),

with their work entitled: Rescue and recovery of traditions through

art education. They make a valuable contribution to our research,

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since they agree with us in giving great importance to cultural values

in the formation of the person as an individual and collective being.

In addition, they coincide in their concern for the loss of traditions

and cultural values that has been occurring at an accelerated rate, for

various reasons.

In their research project, the authors proposed as a primary objective

to rescue the lost cultural heritage in Chinácota Norte de Santander,

with new technological tools, seeking to recover the historical

memory of our ancestors through stories and images. They relied on

the methodology with a qualitative approach, taking into account the

participatory action, to collect data that would allow them to know

and act on the population by collecting their reality, beliefs and

culture in order to lead them to reflect and recover their cultural

values.

At the local level we can mention the studies conducted by Figueroa

(2019) with the title: Cultural education as a strategy to strengthen

identity in basic education: case of the Gabriel García Márquez

Educational Institution of the municipality of Corozal, Sucre. The

research methodology used was mixed and involved a set of

systematic processes, which led to the collection and analysis of

qualitative and quantitative data. Quantitative data collection

techniques such as the survey were used, as well as qualitative data

such as the interview and rubrics.

De Oro and Pérez (2022) are also reviewed, with their work: Ludic

strategies that strengthen reading comprehension in fifth grade

students of elementary school of the educational institution San José

de Ovejas-Sucre. This work focused on the qualitative approach,

with a population of 35 students. For the collection of information,

as well as for the description and analysis, the type of research they

developed in the project is action research and as an instrument for

the collection of information they implemented participant

observation, diagnostic test and survey. They concluded that, due to

the children's difficulties in reading comprehension, it was important

to look for ludic strategies considering the students' strengths and

weaknesses.

This project would benefit the students of the San Rafael Educational

Institution (IESAR) and their community environment, because their

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cultural and ancestral roots are not lost. It also strengthens the

formation of values at the community level, since nowadays the

students do not put them into practice, such as respect, tolerance,

responsibility, among others, experiencing acts of intolerance, non-

compliance with the rules, provocations with arguments, fights,

aggressiveness, disrespect, intolerance, behaviors that are evident in

the games played by the students themselves, who often break the

rules of the game and other times are obeyed by all.

Unesco, cited in Ruiz (2012), has repeatedly recognized that

"traditional games constitute an important part of cultural heritage,

and are at the same time an effective instrument for the promotion of

tolerance, respect and peace in a culturally diverse society. But today

it is evident that traditional games used freely by children in their

leisure time are gradually disappearing, making educational

intervention necessary to ensure that these cultural manifestations

with deep social roots do not disappear from children's socialization

and recreational resources" (p.7).

The game as an integrating element of cultures, has already been

pointed out by several scholars of the game as Jaouen et al. (2009)

point out when recognizing that "games are creations of a culture and

the fruit of a history. Literature and music, construction, vestiges and

food are generally presented as part of the community heritage; but

we must not forget the ways of having fun, of sharing the pleasure

of acting together; games must not be forgotten!"

Eventually, Calderón et al. (2019) express that traditional games are

strategies for students to create closer ties with their peers and

experience empathy as a basis for building social networks.

Therefore, with the game, students are engaged in socializing and

teamwork, fostering values such as respect, tolerance and the use of

a good vocabulary, with a positive impact on the group and an

improvement in school coexistence.

Ardila (2021a, p. 10), states that traditional games are recreational

expressions that are part of the cultural heritage of the regions and

allow the identification of customs and traditions. These recreational

practices, in addition to strengthening cultural identity, favor social

skills and stimulate learning processes in educational contexts,

thanks to their high pedagogical value.

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The game plays an important role in the rescue of popular traditional

culture, as referred by Zapata and Rodriguez (1999), quoted in

Carmen Torrealba (2015, p. 20), because it is the game the natural

language of the child, the teacher can find in it, both the diagnosis

and the treatment that will allow him to achieve the development of

their psychological, socio-affective, cognitive, psychomotor,

language and physical areas, with the sole purpose of achieving the

full development of his personality and full identification with their

traditional cultural values.

Of course, from Quinlli's (2023) position, the importance of

traditional games is of great magnitude, even more so when the

international community, through UNESCO, sees this activity as a

tool for the development of intangible cultural heritage, diversifying

the city's tourist offer and promoting the cultural richness and

diversity of a country, as well as its conservation, respect and

preservation.

Traditional games are therefore an important tool in the conservation

of the cultural heritage of a community and an element that is part of

the family and social inclusion of the same when they are passed on

from generation to generation.

Materials and methods

The present study is framed within the qualitative epistemological

paradigm, which seeks the object of the theoretical and empirical

assumptions that constitute a whole on the current state of a fact,

phenomenon, situation or person. In this regard, Hernández et al.

(2006) point out that the qualitative approach aims at describing the

qualities of a phenomenon. It seeks a concept that encompasses a

part of reality; it speaks of in-depth understanding and not of

accuracy.

The most common data collection techniques are participatory

observation, life histories, interviews, diaries, field notebooks,

profiles, case studies, etc. Both the conclusions and the discussion

generated by research that shares the doctrine of the interpretive

paradigm are fundamentally linked to a specific educational

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scenario, also contributing to understanding, knowing and acting in

other situations (Riccoy, 2006).

For the purposes of this research, this study is framed within the line

of educational research. In this regard, Dobles, Zúñiga and García

(1998) point out that "research can be understood as a process of

knowledge construction, because through the different stages of its

development, it generates knowledge about an aspect of our

environment" (p. 36). Macmillan and Schumacher (McMillan &

Schumache, 2005), for their part, point out that research is a

systematic process of collecting and logically analyzing information

for a specific purpose.

The pedagogical intervention in this study is based on Implementing

traditional games to strengthen the appropriation of cultural heritage

and values, through a pedagogical strategy in students in grade 9 of

the San Rafael Educational Institution (IESAR) Ovejas Sucre.

For the purposes of this research, it is assumed that traditional games

are in essence a ludic activity arising from the traditional experience

and conditioned by the social, economic, cultural, historical and

geographical situation (Moreno, 2008). The aforementioned author

concludes by saying that "Colombia, due to its multiculturalism, is a

scenario par excellence for ludic manifestations. The game speaks of

the diversity of the culture and tradition of black, indigenous,

mestizo and white communities".

The research design of this work is framed within the qualitative

approach and the proposed pedagogical strategy is developed using

an action research design, likewise, it is classified as a non-

experimental, transectional, field design, since it does not intend to

manipulate the variable under study, which will be measured only

once and where its relationship will be described at a given time.

On the other hand, the research is considered field research, since the

information obtained will be collected in the same place where the

facts occur.

In this sense, Arias (2006) defines field studies as those that consist

of collecting data directly from the subjects under investigation or

from the reality where the facts occur (primary data), without

manipulating or controlling any variable, that is, the researcher

obtains information, but does not alter the existing conditions in the

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units under study, such as the 9th grade students of the San Rafael

Educational Institution of the municipality of Ovejas - Sucre,

through the application of data collection instruments.

The study population is located in the San Rafael Educational

Institution, (rural area) located south of the municipality of Ovejas,

department of Sucre, and is made up of 10 ninth grade students (5

females and 5 males), aged 14 to 17 years old. To complement the

proposed research, 5 parents of the community over 60 years old are

added, who will provide inputs according to their experiences in the

community, in terms of traditional games and values.

As a data collection technique, direct observation and survey will be

used. According to Bavaresco (Bavaresco De Prieto, 2013, p. 56),

the survey is "the collection of concrete data within a specific topic,

through the use of questionnaires or interviews with precise

questions and answers that allow a quick tabulation for the analysis

of the information". In this sense, it allows the collection of data in

a detailed manner that is pertinent to the objectives and design of the

inquiry.

Results

This section presents the results obtained with the implementation of

the intervention strategy, as stated in each objective, which were

contrasted with the theoretical references of each case.

According to the specific objective number 1, the factors related to

the appropriation of the cultural heritage and values through a

pedagogical strategy based on traditional games were characterized

in students of grade 9 of the San Rafael Educational Institution

(IESAR) Ovejas Sucre. In this regard, it was found that all the

members of the sample know traditional games of the region, where

the most outstanding ones are the pamplona (80%), the ball or

marbles is recognized by 60% of the participants and the Jimmy by

60% of the students.

Similarly, the participants mentioned that the knowledge of these

games came about thanks to the transmission and practice of these

games by their grandparents, parents, uncles, aunts and uncles, and

other members of the community. These games are practiced

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collectively in moments of recreation and free time, so it is pertinent

to take into account what Gerico (2000) states, that these types of

games are important in the educational process, as stimulators of

creativity, since the rules followed in the game, the materials and

melodies used are adaptable to the physical space and circumstances

of each moment.

As for objective number 2, we considered aspects such as the opinion

of the parents interviewed, regarding the games they played during

their childhood and the values that were instilled in them in their time

and which, in their opinion, still exist or have disappeared over time.

Another aspect considered was the result of the interviews of the

students and their favorite games, in addition to the observation of

the students' games at break times and in other spaces.

In this sense, the intervention proposals must be planned so that they

are applied consistently and so that students can maintain a high level

of learning. For this purpose, a series of activities are suggested to

respond to the proposed purposes, among which the following can

be mentioned:

Talk on human values and virtues.

Socialization on outstanding values and their definitions of

importance.

Conversation on typologies of traditional games.

Traditional games in force versus traditional games that have

disappeared.

Promoting teamwork: social games.

Let's imitate animals through imaginary play.

Let's practice locomotion games.

Once the intervention proposal was designed, we proceeded to the

fulfillment of the specific objective number 3, which was to

implement traditional games to strengthen the appropriation of the

cultural heritage and values through a pedagogical strategy in

students of grade 9 of the San Rafael Educational Institution

(IESAR) Ovejas Sucre.

Finally, and in response to objective number 4, the impact of

traditional games in strengthening the cultural heritage and values in

9th grade students of the San Rafael Educational Institution (IESAR)

Ovejas Sucre was evaluated. In this regard, it was found that the

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intervention strategy improved the value of self-control, reducing the

occurrence of conflicts among students. Similarly, these games help

to improve conflict resolution among students, compliance with pre-

established rules, the development of agreements or consensus,

teamwork and therefore good coexistence among participants.

The above, corroborates what UNESCO (1980) expressed that

"games provide an excellent means of learning the cultural values of

society, which are represented in a symbolic way: in the rules of the

game and through the use of traditional decorative motifs" (p. 17),

helping to reduce conflict situations that hinder a peaceful classroom

environment, encouraging school coexistence and personal

development of students. (p. 17), contributing to reduce conflict

situations that hinder the peaceful environment of the school

classroom, encouraging school coexistence and personal

development of students. This shows that the game is an appropriate

strategy that can be used in the strengthening and appropriation of

values and cultural heritage of the 9th grade students of the San

Rafael de Ovejas Educational Institution, Sucre.

Discussion

Based on the idea that traditional games constitute cultural identity

elements and are part of the tradition or traditions of a region, some

results show that their preservation legacy is threatened by the rise

of new technologies that offer distractions to present and future

generations. It is worth questioning whether the recovery of their

cultural heritage would be disconnected from new technologies,

since these games only occur in the medium of physical interaction.

Or better yet, use technologies as a means both to project them

(promote them) and to incorporate virtual spaces for the realization

of the game itself, that is to say, to incorporate a digital nature that

preserves the rules of the games.

Now there are digital applications on games, there is talk of

incorporating traditional games in these technologies, to avoid wear

and tear and include the extinction of traditional games. There is a

need not to mark so much resistance to new technologies, but to

make the best use of them. This causes that so much digital contents

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and applications conserve the information, so that children and

adolescents would be encouraged to take them to a real plane. In this

practical and moderate way, we would be talking about the

preservation of a cultural heritage.

Likewise, new technologies applied in the school environment are

creating new ways of working and programming. And in agreement

with the need to incorporate ICT with traditional games for their

conservation and cultural heritage, researchers Nuria Ureña, José

Alonso and Gregorio Vicente agree with these questions when they

state that: "Working traditional popular games and sports at school

implies using new technologies as a support. Through this proposal

we propose learning tools that respect the contents of the popular

game and, at the same time, contemplate the use of new

technologies". (Ureña and Alonso. 2009. p. 14).

Undoubtedly, the researchers intend to show the unifying character

between tradition and modernity. The authors recommend two

strategies or pedagogical tools for this purpose; the webquest

strategy and the NeoBook program. The first is a structured

reflective activity, which poses an attractive task using resources

available on the web, previously selected by the teacher, a planner to

contribute to the management of the time that students devote to the

development of this. The second, the Neobook, is a program that

allows the creation of interactive multimedia applications executable

on any computer regardless of whether this program is installed on

it.

Under this consideration, an adjustment appears that considers

technology as an integrating and strengthening factor for the cultural

heritage of traditional games, much more from its transversality in

schools. Actions are then required to improve attitudes of both

teachers and students inside and outside the classroom.

It was found that games are constituted as catalysts for learning, and

therefore include traditional games. It seems that they play a

fundamental role in the development of skills such as creativity,

recursion, method, technique, concentration, recreational-motor

skills, emotion management, expressive communication, and even in

the field of values, as they help tolerance, teamwork, cooperation,

dialogue and conflict resolution.

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Now, to what extent does the implementation of traditional games

contribute in an effective way to the development of basic

competences, which is also the axis of the teaching-learning

processes, without reducing the intensity of contents and other types

of pedagogical and formative activities? In fact, the concern should

not arise because, if traditional games were to be implemented in the

curriculum under the pretext of the identity recovery of the cultural

heritage and as a way for the learning of the student, it would be

transversal, complementary, of active pause and of the use of free

time.

Another reason that made necessary the possible curricular

implementation of traditional games finds support when the semi-

structured interviews carried out to teachers of specific or

complementary areas of the institution and in the analysis of the

results, concluded that the teachers of the area do not have a personal

specific curricular planning, they are ruled by the institutional

planning, likewise they do not have adequate tools, among them; The

methodology used by teachers is based on theory-practice, in some

cases more theory than practice, thus restricting the teaching of a

much more characteristic and/or meaningful learning.

On the other hand, in the bibliographic review of documents or

literature, it was clear that the categories considered for the analysis

of the text are interrelated, which seeks to strengthen the basic

knowledge in the study of ancestral games and to promote the

development of students' skills. This publication offers some

strategies, which are not found in the bibliographic texts, to develop

an adequate interpretation and the acquisition of knowledge by

teachers and groups of students.

Also, by introducing the process of teaching ancestral games, it was

demonstrated in the first instance that activities that explore prior

knowledge can lay a solid foundation for students' learning. On the

other hand, it must be said that some students find it difficult to

express what they know in front of their peers and teachers, so

measures should be taken to improve this attitude and express their

opinions effectively.

Since then, some aspects of the methods used need to be discussed.

In this regard, the researchers will conduct a thorough self-

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evaluation of the proposal after its implementation. This is important

to understand its possible positive and negative aspects so that

appropriate adjustments can be made if necessary for possible future

use.

It is clear that institutions should offer different learning spaces,

abandon traditions and focus on new and innovative learning

methods. Current thinking is a direct response to new challenges, we

know that today's students lack information resources, which makes

it difficult to acquire knowledge and, therefore, ways to protect their

cultural identity.

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