Collaborative program based on ict to strengthen Cultural identity in advanced students of CEBA

Abstract

The purpose of the research work detailed below was to design a methodological guide for strengthening identity in adult education in the district of Tambogrande in the province of Piura (Peru). Epistemologically, the proposal is based on the socio-critical paradigm based on constructive theory, which postulates that the culture of an individual or a people is born with the daily relationships where a range of knowledge flows and over time takes root and labels its idiosyncrasy. It is there where the role and leadership of the members of the school from the teaching-learning process takes force to the extent that they become facilitators that are cementing the foundations for the development of feelings of belonging (Manotoa, 2019).The methodological proposal started from an exploration of the problematic context for which a survey was applied through a Google form because due to the global pandemic, face-to-face classes are not being held at the moment. the instrument, meticulously elaborated considering the five dimensions of cultural identity, was executed in a heterogeneous population of 28 adolescent and adult students between 15 and 50 years of age approximately, both male and female, The use of this statistical instrument made it possible to process the information obtained from the answers given by the participants in the aspects of history, folklore, gastronomy, religiosity and nature to learn that 97% of the students stated that they had a low level of cultural identity, which is observed in their refusal to participate in cultural artistic activities of the locality and the country. In the midst of this panorama Segura (2019), recommends us to carry out methodologies that promote collaborative learning to solve the priority problems of our socio-cultural environment;