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Communities assume their social memory as the axis of collective and cultural identity. Consequently, traditional literature enables the respect of ancestors, the valuation of the context, the rapprochement between different generations, and in a special way, the recovery of the word. Therefore, this task, which is part of a doctoral thesis, raises a proposal aimed at teachers in training to strengthen their professional profile as future graduates in Pedagogy of Language and Literature from the National University of Chimborazo. Since an inclusive pedagogy takes advantage of oral tradition literature (mnemonic tradition), as an alternative canon, as an approach to research, as a strategy for the development of orality and as a starting point for the development of didactic techniques within the framework of the open curriculum. The qualitative approach methodology was based on a documentary analysis from a non-systematic review, then, the ethnographic work allowed an approach to the context and the texts thanks to the application of consensual interviews directed to thirty key informants from the rural parishes of the canton Riobamba. The results of which provided a main finding on the loss of texts of oral tradition, since these are lost due to the scarcity of times and spaces for dialogue and the peripheral meaning of these manifestations within the school canon. Because of the experiences, a proposal arose based on three axes: didactic, exploratory and linking with the community.