Integration of Ancestral Knowledge in the Tenth Grade Basic Education Curriculum: Implementation in a Private Rural Institution on the Ecuadorian Coast Integración de Saberes Ancestrales en el Currículo de décimo año de Educación Básica: Implementación en una Institución Particular Rural de la Costa Ecuatoriana

Abstract

This study examines the integration of ancestral knowledge into the 10th-grade Basic Education curriculum at a private school located in a rural area of the Ecuadorian Coast. The research was conducted over two academic terms using a qualitative approach supported by quantitative techniques, including a pretest and posttest, as well as a community-based project carried out with local knowledge keepers. Students engaged in activities related to the identification of medicinal plants, traditional agricultural practices, and local oral narratives, which were later connected to curricular areas such as Natural Sciences, Social Studies, and Language and Literature. The findings reveal significant improvements in students’ recognition, understanding, and appreciation of ancestral knowledge, along with strengthened cultural identity and increased participation in discussions related to interculturality. The study highlights the pedagogical relevance of integrating traditional knowledge into rural educational settings, fostering meaningful and culturally responsive learning