TRADITIONAL LITERATURE FROM INCLUSION AND SOCIAL JUSTICE

Abstract

Oral traditional literature deserves a space in the curriculum, designed mainly from a canon that leaves out the reader from its context and the listener without the memory of its people. In this framework, the purpose of this work focuses on establishing a discussion related to traditional literature as a proposal from social justice, interculturality and inclusion. This reflection arises from a qualitative approach research based on the ethnographic experience in rural parishes of the Riobamba canton. This study consisted of the phases: 1) Delimitation of the ethnographic area; 2) Location of informants who are depositories of a traditional heritage; 3) Design, validation by experts of the open interview guide and application to thirty-three key informants and 4) Office work: transcription, classification and editing of the recorded ethnographic texts. In addition, from the theoretical support, other ways of teaching Language and Literature Pedagogy are proposed. Two important results were reached: valued corpus evidences the community as an inexhaustible source and the maintenance of spaces through oral tradition counteracts the difficulties related to the population who have not accessed writing.